THE  LIBRARY 

OF 
THE  UNIVERSITY 

OF  CALIFORNIA 
LOS  ANGELES 


BIBLIOGRAPHY  OF  EDUCATION. 


BOOKS  FOR  TEACHERS. 

Rousseau's  Emile $  .80 

Pestalozzi's  Leonard  and  Gertrude 80 

Richter's  Levana  :  The  Doctrine  of  Education  .      1.30 
Payne's  Compayre's  History  of  Pedagogy     .     .      1.60 

Hall's  Method  of  Teaching  History 1.30 

Gill's  Systems  of  Education i.oo 

Radestock's  Habit  and  Education 60 

Rosmini's  Method  in  Education 1.60 

Peabody's  Lectures  to  Kindergartners  ....      i.oo 
Guides  for  Science  Teaching,  10  to  40  cts.  each. 

How  to  Use  Wood- Working  Tools 50 

Gustafson's  Study  of  the  Drink  Question  .     .     .      1.60 
Palmer's  Temperance  Teachings  of  Science      .        .50 

IN  PREPARATION: 

MacAlister's  Montaigne  on  Education. 
Cox's  Immanuel  Kant  on  Pedagogy. 
Educational  Monographs  : 

I.   Williams'  Modern  Petrography. 
II.    Morris'    Study   of    Latin   in    the    Preparatory 
Course. 

III.  Stafford's    Mathematical     Teaching     and     its 

Modern  Methods. 

IV.  Hall's   How  to  Teach  Reading  and  What   to 

Read  in  School. 

D.   C.  HEATH   &  CO.,    PUBLISHERS, 

BOSTON. 


INTS 


TOWARD    A    SELECT   AND    DESCRIPTIVE 

BIBLIOGRAPHY  OF  EDUCATION. 

f 


ARRANGED  BY  TOPICS,  AND  INDEXED 
BY  AUTHORS. 


STANLEY  HALL 


JOHN  M.  MANSFIELD. 


. 


BOSTON: 

D.  C.  HEATH  &  COMPANY. 
1886. 


Copyright,  August  13, 1886, 
By  G.  STANLEY  HALL  AND  JOHN  M.  MANSFIELD. 


J.  8.  CCSHINO  &  Co.,  PKINTERS,  BOSTON. 


Library 

z 


HH 


PREFACE. 


TTTHATEVER  value  this  little  handbook  may  have  for 
V  V  those  who  use  it  will  depend  largely  on  their  bearing 
constantly  in  mind  that  it  is  not  put  forth  as  a  finished  bibli- 
ography, but  only  the  first  beginnings  of  such  an  one  as 
should  be,  and  on  their  knowing  beforehand  in  what  parts 
and  in  what  degree  it  is  incomplete.  First,  many  of  the 
titles,  being  based  on  reading-notes  made  in  foreign  libra- 
ries, with  no  thought  of  such  use  as  this,  and  from  books 
not  now  in  any  of  the  half-dozen  largest  libraries  in  this 
country,  are  incomplete  in  form,  or  the  edition,  author's 
initials,  or  pages,  etc.,  are  lacking.  Such,  and  other  inac- 
curacies from  other  causes,  have  crept  in  despite  the  dili- 
gence of  the  assistant  editor  having  this  part  of  the  work 
mainly  in  charge,  and,  with  the  facilities  within  reach,  could 
not  be  remedied  before  another  edition.  Secondly,  the 
grouping  of  the  material  is  necessarily  often  arbitrary  and 
provisional.  To  those  who  still  hold  that  pedagogy  is  a 
finished  system,  the  purely  external  arrangement  of  topics 
here  adopted  will  be  unsatisfactory.  This  bibliography  was, 
however,  primarily  designed  as  a  set  of  topical  reference- 
lists,  to  be  given  out  in  connection  with  the  writer's  two- 
years'  course  of  lectures  on  education,  to  post-graduate  and 
special  students  at  the  Johns  Hopkins  University,  and  fol- 
lows in  the  main  its  order  of  topics,  and,  indeed,  may  now 
be  of  chief  use  to  such  students.  But  I  believe  that  partly 
by  some  such  grouping,  and  by  the  system  of  cross-refer- 


VI  PREFACE. 

ences,  to  be  facilitated  by  numbering  each  book  under  each 
head  (and  indeed  here  begun,  but  made  largely  impossible 
b}'  the  necessity  of  electrotyping  each  score  or  two  of  pages 
to  free  type  for  the  rest) ,  and  partly  by  the  slowly  unfolding 
systematic  character  of  psychology  and  ethics,  on  which  all 
educational  systems  rest,  all  the  cohesion  there  is  between 
the  vast  departments  of  thought  included  under  the  term 
education  can  be  sufficiently  brought  out.  Thirdly,  good 
books  have  no  doubt  been  omitted,  and  perhaps  bad  ones 
included.  With  so  little  hitherto  attempted  in  this  field  to 
guide  us,  this  is  certainly  to  be  expected.  Our  work  has 
been  to  a  large  extent  a  fight  against  the  hack  writers  who 
have  so  abounded  and  have  so  discredited  educational  lit- 
erature in  every  language,  not  least  in  English.  We  have 
admitted  no  title  merely  to  give  it  the  benefit  of  a  doubt, 
but  have  gone  on  the  principle  of  requiring  some  positive 
reason  for  admitting  evei'y  book  with  which  the  editors  were 
not  already  acquainted  at  first  hand.  Lastly,  some  sections 
are  more  incomplete  than  others,  especially  the  sections  on 
the  history  of  education  in  America,  religious,  moral,  and 
aesthetic  education. 

In  all  these  respects  except  the  first,  the  undersigned  is 
mainly  responsible,  and,  in  a  word,  in  grouping,  on  which 
little  stress  is  laid,  —  and  in  the  exclusions  and  inclusions, 
and  especially  in  the  remarks  often  appended,  the  work  is  of 
course  in  a  sense  personal.  As  a  report  of  progress  in  the 
effort  to  work  out  an  educational  course  adapted  to  the  needs 
of  an  American  university  so  largely  engaged  in  preparing 
young  men  for  the  work  of  higher  and  special  instruction, 
it  is,  in  the  phrase  of  an  educational  leader  to  whom  the 
writer  has  been  chiefly  indebted,  only  a  foot-path  roughly 
blazed,  and  b}-  no  means  a  finished  highway,  though  the 
latter  may  eventually  follow  about  this  course.  For  these 
reasons,  although  several  buying-lists  have  been  made  from 


PREFACE.  Vll 

these  titles,  librarians  who  have  limited  means  at  their  dis- 
posal are  not  advised  to  purchase  indiscriminately  from  all 
these  pages  in  their  present  form. 

The  amount  of  general  educational  literature  now  pub- 
lished is  very  great.  In  Germany,  during  the  few  years  that 
have  elapsed  since  the  repeal  of  the  law  controlling  the  in- 
troduction of  text-books,  their  number  has  greatly  increased. 
A  trade  catalogue  for  1884  enumerates  about  two  thousand 
books  and  pamphlets,  including  new  editions,  which  appeared 
in  the  German  language  during  that  year.  More  than  three- 
fourths  of  these  were  text-books,  and  the  rest  more  general 
pedagogic  treatises.  One  hundred  and  fifty-seven  periodi- 
cals, devoted  exclusively  to  education,  were  published  in  that 
language  last  year.  A  Berlin  firm,  in  a  letter  now  before 
me,  offers  to  supply  six  hundred  and  eighty-four  thousand 
school  reports,  of  the  trade  in  which  it  makes  a  specialty, 
all  for  less  than  sixty  thousand  dollars,  and  states  that  the 
British  Museum  has  laid  in  as  complete  sets  of  these  as 
could  be  had  since  1863,  now  some  fifty  thousand  in  num- 
ber. Our  own  National  Bureau  of  Education  has  now  not 
far  from  sixty  thousand  titles  of  books  and  pamphlets  and 
more  important  magazine  articles,  mainly  pedagogical  in 
character,  in  its  unprinted  drawer  catalogue,  which  have 
accumulated  since  its  establishment,  mainly  by  exchange  and 
gifts,  etc.,  with  little  effort  or  funds  for  systematic  purchase. 
Mr.  Bardeen  of  Syracuse  printed  some  years  ago  a  list  of 
between  sixty  and  seventy  American  periodicals  devoted  ex- 
clusively to  education,  and  a  reliable  editor  informs  me  he 
has  enumerated  over  three  hundred  American  periodicals  of 
this  class  (of  course  not  including  Sunday-school  publica- 
tions or  college  journals).  There  are  about  one  hundred 
and  seventy-five  publishing  houses  in  the  United  States  which 
issue  educational  works,  some  of  their  text-books  for  lower 
grades  of  schools  quietly  reaching  an  enormous  sale.  Many 


PREFACE. 

of  the  educational  journals  are  published  by  or  are  under  the 
control  of  these  firms,  many  if  not  most  of  which  also  have, 
or  are  ambitious  to  have,  a  full  and  complete  set  of  text- 
books on  all  the  chief  school  branches,  —  the  number  of 
which  is  still  increasing,  —  as  well  as  courses  of  pedagogic 
reading  for  teachers,  all  their  own.  In  France,  England, 
and  Italy  this  activity  is  somewhat  less,  but  is  now  rapidly 
growing. 

That  all  this  will  result  in  good  there  can  be  little  doubt, 
although  the  motives  to  produce  the  best  in  quality  are  at 
present  poorly  rewarded,  and  the  quantity  of  material  pro- 
longs the  slow  but  inevitable  selective  processes.  All  these 
fields  of  literature  must  be  at  least  sampled,  and  used  for 
special  illustration  of  methods  or  as  sources  of  information, 
in  a  perfect  bibliography.  But  in  the  field  of  more  strictly 
pedagogic  literature,  which  is  relatively  limited,  the  mate- 
rial is  yet  far  too  great  to  be  mastered  in  a  lifetime  of  the 
most  diligent  reading,  and  the  reading  time  of  most  teachers 
is  quite  limited.  Hence  they  cannot  be  too  select  in  their 
choice  of  books.  They  must  assiduousl}'  cultivate  the  robust 
moral  power  of  ignoring  the  great  mass  of  petty,  under-vital- 
ized and  worthless  reading-matter  that  is  printed  for  them, 
which  makes  real  knowledge  impossible,  and  resolve  —  to 
adapt  a  well-known  phrase  —  that  the  things  they  read  shall 
be  things  worth  reading. 

The  habit  of  reading  what  is  beneath  one's  own  level, 
whether  fostered  by  ennui,  idle  curiosity,  antiquarian  inter- 
est, a  sense  of  duty,  or,  worst  of  all,  by  a  false  sense  of  the 
authority  of  things  printed,  is  so  belittleing,  and  the  exact 
inverse  of  educational,  that  one  would  hardly  expect  edu- 
cators to  be  so  prone  to  it.  Teachers  who  will  maintain  a 
proper  degree  of  intellectual  self-respect,  and  be  as  select 
in  their  reading  as  we  should  all  be  in  the  society  we  keep, 
who  will  vigorously  reject  the  second  best,  —  to  say  nothing 


PREFACE.  ix 

of  the  tenth  or  twentieth  best,  — may,  I  believe,  in  the  time 
at  their  disposal,  and  now  squandered  on  print  unworthy  of 
them,  reasonably  hope  to  master  most  of  the  best,  at  least,  if 
they  confine  themselves  to  one  language  or  one  department. 

To  do  this,  however,  not  only  is  some  hardihood  of  self- 
denial,  but  also  some  knowledge  of  the  gopd  and  evil  in 
pedagogic  print,  needed,  and  just  this  is  what  American 
teachers  are  at  present  seeking  in  more  ways,  I  believe,  than 
ever  before.  In  seeking  the  best  there  is  much  to  mislead 
and  little  to  guide  teachers. 

In  the  general  reading  of  every  teacher,  of  whatever 
grade,  should  be  included  some  work  on  the  history  of  edu- 
cation, and  some  psychological  and  some  hygienic  literature. 
Every  teacher  should  also  select  some  department  or  topic, 
connected  in  many  cases  probably  with  the  teaching  they 
prefer,  about  which  the  reading  should  centre.  In  this  field 
they  would  in  time  come  to  know  the  best  that  had  been 
done  or  said,  and  themselves  become  more  or  less  an  au- 
thoritative centre  of  information  for  others  about  them,  and 
could  make  contributions  that  would  render  many  their 
debtors,  not  only  by  positive  additions  to  their  knowledge, 
but  in  guiding  their  reading,  which  is  one  of  the  greatest 
aids  one  person  can  render  another.  As  teachers  thus  grad- 
ually become  specialists  in  some  such  limited  sense,  their 
influence  will  do  more  than  has  yet  been  accomplished  to 
realize  the  ideal  of  making  their  work  professional  in  a  way 
in  some  degree  worthy  that  high  term,  and  they  will  be  able 
gradually  to  effect  a  greatly  needed  reform  in  the  present 
character  of  text-books,  and  all  who  would  lead  in  public 
school  education  will  slowly  come  to  see  the  need  of  thor- 
ough and  extended  professional  study.  The  field  of  educa- 
tion has  now  become  so  vast  that  the  general  reader  who 
attempts  to  master  all  the  departments  alike  is  almost  sure 
to  make  shipwreck,  no  matter  how  brilliant  his  talent  or  how 


X  PREFACE. 

great  his  industry  ;  while  almost  any  teacher  who  sufficiently 
limits  his  or  her  work  may  hope  to  render  real  service  to 
the  cause,  even  with  limited  time  and  straitened  opportuni- 
ties. The  interest  in  educational  problems  and  educational 
reading  is  now  perhaps  deeper  and  more  general  in  this 
country  than  ever  before,  and  there  are  nowhere  as  yet  any 
signs  of  abatement.  It  has  never  been  so  necessary  to  read 
and  think  diligently  to  keep  from  falling  behind  in  the  race, 
while  on  the  other  hand  _  the  rewards  for  the  professional 
study  of  education  have  never  been  so  sure  and  substantial. 
I  believe  that  there  should  and  will  soon  be  a  well-equipped 
educational  library  in  every  large  centre,  accessible  to  teach- 
ers, that  every  teacher  will  own  and  know  a  few  choice  and 
well-selected  educational  books,  and  that  all  who  have  to  do 
with  education  will  realize  the  incalculable  advantage  which 
can  now  be  derived  from  its  serious,  prolonged,  and  profes- 
sional study. 

In  no  less  than  ten  of  these  sixty  sections  I  have  been 
aided  by  the  following  friends  and  colleagues,  who  have 
given  attention  to  the  educational  aspects  of  their  special 
departments. 

Mr.  Cyrus  Adler,  of  this  university,  Fellow  of  Shemetic 
Languages,  has  furnished  many  of  the  references  in  III. 

Mr.  Arthur  L.  Frothingham,  Fellow  by  Courtesy  in  Archae- 
ology and  just  appointed  Professor  at  Princeton,  furnished 
the  references  in  VI. 

Mr.  Frank  A.  Christie,  Fellow  in  Greek,  is  the  sole  editor 
of  VIII.  I.,  on  standard  educational  writers  in  antiquity. 

Mr.  Charles  L.  Wood  worth,  instructor  in  elocution,  has 
furnished  most  of  the  titles  in  XXIII. 

Professor  H.  B.  Adams  contributes  three-fourths  or  more 
of  the  material  of  XXVIII. 

Professor  A.  Marshall  Elliott  contributes  most  of  the 
titles  in  XXIX. 


PREFACE.  XI 

Mr.  Geo.  P.  Cok-r,  who  has  studied  technological  educa- 
tion in  this  country  and  Europe,  has  contributed  much  ma- 
terial to  XXXII. 

Dr.  E.  M.  Hartwell,  the  head  of  the  athletic-hygienic 
department  of  this  university,  has  revised  and  largely  con- 
tributed to  XLVI.  and  XLV1I. 

Dr.  M.  Anagnos,  of  the  Perkins  Institute,  has  aided  ma- 
terially in  LIV. 

Miss  Sara  E.  Wiltse  has  made  the  author's  index. 

I  am  also  indebted  to  the  Bureau  of  Education  for  con- 
tributions made  by  Mr.  Gardner,  and  for  the  free  use  of  all 
its  literature ;  to  the  authorities  of  the  libraries  of  the  Pea- 
body  Institute  of  Baltimore  ;  of  Harvard  University  ;  the  Bos- 
ton Public  Library  ;  to  the  lists  of  Mr.  C.  W.  Bardeen  of 
Syracuse  ;  to  the  Bulletin  of  the  Marmonides  Library,  N.Y.  ; 
and  to  the  Reading  Notes  on  Education  in  the  Bulletin  of 
the  Mercantile  Library  of  Philadelphia.  Mr.  Edmund  C. 
Sanford,  Mr.  E.  P.  Allen,  and  Mr.  Albert  H.  Smith,  gradu- 
ate students  here,  have  kindly  looked  over  much  of  the  proof, 
and  many  others  have  otherwise  aided  in  the  preparation  of 
these  titles. 

G.  STANLEY   HALL. 

JOHNS  HOPKINS  UNIVERSITY,  August,  1886. 


INDEX  OF   SUBJECTS. 


PAGE 

I.  Pedagogical  Encyclopaedias 1 

a.  Systematic 1 

6.  Alphabetic 1 

II.  General  or  Universal  Histories  of  Pedagogy 3 

III.  History  of  Education  among  the  Ancient  Hebrews 6 

IV.  History  of  Education  in  China 7 

V.  History  of  Education  in  Greece  and  Rome 8 

VI.  History  of  Education  among  the  Arabs 10 

VII.  History  of  Education  in  Christian  Countries 11 

a.  In  English 11 

b.  In  German 12 

c.  In  French 17 

VIII.  Standard  Writers  in  the  History  of  Education 19 

i.  Ancient 19 

n.  Modern 21 

in.  Chrestomathies  from  Standard  Educational  Authors,  30 

IX.  Histories  of  Special  Educational  Institutions 32 

a.  America 32 

b.  Great  Britain 41 

c.  Germany 45 

d.  France 48 

e.  Miscellaneous .• 49 

X.  General  Surveys  and  Special  Reports  on  the  Present  State 

of  Educational  Institutions 50 

a.  United  States 50 

b.  Great  Britain 53 

c.  In  Germany 58 

d.  In  France 61 

e.  Miscellapeous 64 

XI.  Works  on  Systematic  Pedagogy 67 


XIV  INDEX  OF   SUBJECTS. 

PAGE 

XII.  Works  in  the  Field  of  General  Pedagogy  of  a  Less  Sys- 
tematic Character  than  the  Preceding 72 

XIII.  Works  on  the  Psychology  of  Pedagogy,  or  on  Special 

Parts  of  it *. .     78 

XIV.  Psychological    and    Ethical    Works,   without    Immedi- 

ate  Reference   to   Education,  but  recommended  to 

Teachers 81 

XV.  The  Study  and  Observation  of  Children 85 

XVI.  Kindergarten    93 

XVII.  Plans  and  Courses  of  Study  in  Lower  and  Intermediate 

Schools    98 

XVIII.  Primary  Classes,  especially  Reading  and  Language  Les- 
sons    100 

XIX.  Object  Lessons.     [Anschauungs  Unterricht.] 100 

XX.  Writings 109 

XXI.  Number  and  Elementary  Mathematics 110 

XXII.  Reading  (How  and  What)  in  Higher  Classes,  includ- 
ing Vernacular  Language-Study  and  Composition- 
Writing 115 

XXIII.  Rhetoric  and  Elocution 118 

XXIV.  Music  and  Singing 120 

XXV.  Religious  Education 124 

XXVI.  Drawing 131 

XXVII.  Geography 136 

XXVIII.  History  and  Political  Science 140 

XXIX.  Modern  Languages  and  Literature 150 

XXX.  Natural  and  Physical  Science 153 

i.  General 153 

ii.  Special  Sciences 155 

a.  Chemistry 155 

b.  Physics 156 

c.  Mineralogy 157 

d.  Astronomy 157 

e.  Biological  Sciences 157 

XXXI.  Real  School 160 

XXXII.  Technical  and  Industrial  Education 102 

XXXIII.  German  Gymnasia 169 

XXXIV.  Ancient  Languages  and  Literature ...    170 

XXXV.  Student  Life  and  Character 173 

XXXVI.  The  School  and  the  Family 177 


INDEX  OF   SUBJECTS.  XV 

PAGE 

XXXVII.  Moral  Education 178 

XXXVIII.  School  Discipline 183 

XXXIX.  Female  Education 185 

XL.  The  Education  of  Teachers 192 

X  1 . 1 .  University  Education 109 

a.  General  199 

b.  College  and  University  Studies   204 

XLII.  Theological  Education 206 

XLIII.  Medical  Education 207 

XLIV.  Legal  Education 209 

XLV.  Examination  and  Degrees 210 

XLVI.  Hygiene  in  Educational  Bearings 212 

XLVII.  School  and  College  Gymnastics 216 

XLVIII.  Endowments 224 

XLIX.  Academies  and  Learned  Societies 225 

L.  Educational  Legislation ...  227 

a.  In  English 227 

b.  In  German 230 

c.  In  French 234 

d.  In  Italian 235 

LI.  School  Control 230 

LII.  Miscellaneous  Papers  on  Educational  Topics  by  Emi- 
nent Contemporaries 238 

LIII.  Miscellaneous  Topics 248 

a.  School  Architecture  and  Furniture    248 

b.  Garden  Work  in  Schools 249 

c.  Civil  Service  Education 250 

d.  General  ^Esthetics 250 

e.  Miscellaneous  Educational  Establishments 251 

f.  General  Miscellany  and  Addenda 253 

LIV.  The  Education  of  the  Blind 254 

LV.  The  Education  of  Deaf-Mutes 259 

LVI.  Criminal  and  Reformatory  Institutions 262 

LVII.  The  Training  of  Feeble-Minded  and  of  Idiots 2G5 

LVIII.  Neurasthenia  and  the  Insane 267 

LIX.  Educational  Work  and  Influence  among  the  Poor  ....  268 

LX.  Educational  Periodicals 274 

a.  In  English 274 

6.  In  German 274 

c.  In  French .  277 


PEDAGOGICAL   LITERATURE. 


i. 

PEDAGOGICAL  ENCYCLOPAEDIAS. 
a.    SYSTEMATIC. 

1.  Schott,  G.  E.     Handbuch   der  paedagogischen  literatur  der 

gegenwart.     3  parts.     8vo.     Leipzig,  1869-73. 

2.  Stoy,  K.  V.     Encyklopadie,  Methodologie  und  Literatur  der 

Padagogik.     2  Aufl.     pp.  478.     Leipzig,  1878. 

Entirely  Herbartian  ;  much  suggestive  reading,  but  too  limited 
literary  references. 

3.  Vogel,  A.    Systematische  Encyklopadie  der  Padagogik.   pp.  238. 

Bernburg,  1881. 

The  best  general  conspectus  of  each  department  of  technical  peda- 
gogy, with  copious  literature,  but  very  restricted  in  its  range  both  as 
regards  topics  and  literature.  Its  discriminations  of  authorities  few 
and  often  unreliable.  The  author  is  instructor  in  a  Berlin  gymnasium 
and  a  writer  on  philosophic  subjects. 

4.  Wittstock,  A.     Grundriss  einer  Encyclopadie  der  Padagogik. 

pp.  134.     Heidelberg,  1865. 

Superficial ;  of  value  only  for  its  bibliography  of  several  hundred 
titles. 

b.   ALPHABETIC. 

v      1.  Buission,  F.     Dictionnaire  de  pedagogic  et  destruction  pri 
maire.    Paris,  1882. 

The  best  in  French.  French  material  is  especially  well  worked  up 
and  full ;  probably  to  fill  some  3,000  or  more  pages  when  complete. 

2.  Hergang,  K.  G.      Padagogische    Real-Encyklopadie.      2  Aufl. 
Grimma  and  Leipzig,  1851. 


2  PEDAGOGICAL    LITERATURE. 

3.  Kiddle,  H.,  and  Schem,  A.  Y.     Cyclopaedia  of  Education,    pp. 

858.     New  York,  1877. 

The  first  and  only  work  of  its  kind  in  English  ;  prepared  by  a  large 
and  able  corps  of  contributors,  and  devoted  mainly  to  English  and 
especially  American  educational  matter,  but  too  restricted  in  both  its 
scale  and  its  plan.  Most  reliable  in  the  statistical  part  by  Schem. 
Kiddle  was  formerly  superintendent  of  the  public  schools  of  New 
York  City. 

4.  Lindner,  G.  A.     Encyklopadisch.es  Handbuch  der  Erziehungs- 

kunde  mit  besonderer  Beriicksichtigung  des  Volksschulwesens. 
pp.  1039.     Wien  und  Leipzig,  1884. 

One  hundred  illustrations,  and  literature  up  to  date  on  each  main 
topic  ;  by  far  the  best  alphabetic  encyclopedia  in  one  volume,  although 
one  seeks  in  vain  for  many  leading  topics.  The  author,  after  holding 
positions  in  gymnasium  and  normal  schools,  is  now  professor  of  phil- 
osophy and  pedagogy  in  the  University  of  Prague. 

5.  Munch,  M.  C.    Universal  Lexicon  der  Erziehungs-  und  Unter- 

richtslehre.     3  Aufl.     pp.  839.     Augsburg,  1858-60. 

0.  Raymond,  D.  Dictionnaire  d'education  publique  et  privee. 
pp.  1711.  Tome  34  of  the  Nouvelle  Encyclopedic  Theologique. 
Paris,  1865. 

Especially  good  for  Catholic  schools  and  systems. 

7.  Sander,  P.     Lexikon  der  Padagogik.     pp.  540.     Leipzig,  1883. 

A  pocket  handbook  for  teachers,  with  16  double-column  pages  of 
select  literature  at  the  end.  The  author  is  a  superintendent  of  instruc- 
tion in  Breslau. 

8.  Schmidt,  K.  A.    Encyklopadie  des  gesammten  Erziehungs-  und 

Unterrichtswesens,  bearbeitet  von  einer  Anzahl  Schulmanner 
und  Gelehrten. 

The  first  edition  of  this  comprehensive  work  of  eleven  large  volumes 
was  published  between  1859  and  1876.  In  1875  a  still  fuller  and  revised 
edition  was  begun  and  has  now  reached  seven  volumes  (1886).  This  is 
the  standard  and  fullest  of  German  educational  encyclopaedias  ;  com- 
prises in  the  first  edition  eleven  large  volumes.  Its  fault  is  diffuseness. 


GENERAL   HISTORIES   OF   PEDAGOGY.  3 

9.  Worle,  I.  G.  C.    Encyklopadisch-padagogisches  Lexikon.    Heil- 
broun,  1835. 

Historically  valuable. 

II. 
GENERAL  OR  UNIVERSAL  HISTORIES  OF  PEDAGOGY. 

1.  Anon.     History  of  Pedagogy.     Cincinnati. 

2.  Bohm,  I.     Geschichte  der  Padagogik  mit  Charakterbildern  her- 

vorragender  Padagogen  und  Zeiten.   pp.  310.   Niirnberg,  1878. 

3.  Browning,  O.     An  Introduction  to  the  History  of  Educational 

Theories,     pp.  199.      An  English  book  republished  in  New 
York,  1882. 

From  the  Greeks  to  Kant,  Fichte,  and  Herbart,  and  the  English 
public  school.  Only  a  primer. 

4.  Bruckbach,  G.   Wegweiser  durch  die  Geschichte  der  Padagogik. 

pp.  149.     Leipzig,  1869. 

A  tiny  pocket-book  for  normal  pupils. 

5.  Cora.pa.yi4,  G.      The   History  of   Pedagogy.      Translated  by 

W.  H.  Paine,     pp.  592.     Boston,  1886. 

The  best  and  most  comprehensive  universal  history  of  education  in 
English,  with  a  few  valuable  notes  by  the  translator.  The  author  is 
a  teacher  in  the  Normal  College,  Paris.  The  translator  is  professor  of 
pedagogy  in  the  University  of  Michigan. 

6.  Dittes,  F.      Geschichte  der  Erziehung  und   des  Unterrichtes. 

pp.  247.     Leipzig,  1873. 

A  good  general  conspectus.  The  author  has  had  a  long  and  varied 
experience  as  head  of  several  of  the  best  known  normal  institutions 
of  Germany. 


4  PEDAGOGICAL    LITERATUEE. 

7.  Hailmann,  W.  N.     Twelve  Lectures  on  the  History  of  Peda- 

gogy,   pp.  180.     Cincinnati. 

8.  Heindl,  I.  B.     Biographieen  der  beriihmtesten  und  verdienst- 

vollsten  Padagogen  und  Schulmauner  aus  der  Vergangenheit. 
pp.  510.     Augsburg,  1860. 

A  page  or  two  each  to  several  hundred  names  mostly  German. 

9.  Herold,  J.     Zeit-Tafel  zur  Geschichte  der  Padagogik.     pp.  48. 

Breslau,  1878. 

A  tiny  pocket  chart  convenient  for  normal  pupils. 

10.  Niedergesass,  R.     Geschichte  der  Padagogik.    pp.222.  Wien, 
1880. 

11.  Paros,  J.      Histoire  universelle  de  la  pedagogic,      pp.  536. 
Paris,  1883. 

A  valuable  and  condensed  treatise,  with  details  about  organizations 
and  opinions  in  different  lands,  for  modern  times,  by  nations  ;  by  a 
Swiss  normal  master.  A  French  rival  of  II.  5  above. 

12.  Philobiblius  (pseudon.).      History  of  Education,      pp.  310. 
New  York,  1859. 

Best  in  the  middle  age  period.  In  modern  times  includes  all  lands, 
but  very  superficially. 

13.  Schmidt,  K.    Geschichte  der  Padagogik.    Enlarged  edition  by 
W.  Lange.     Kothen,  1876. 

Vol.     I.   Die  Geschichte  der  Padagogik  in  der  vorchristlichen 

Zeit.    pp.  525. 
"     II.    Die  Geschichte  der  Padagogik  von  Christus  bis  zur 

Reformation,     pp.  494. 
"    III.   Von  Luther  zu  Pestalozzi.    pp.  830. 
"    IV.  Von  Pestalozzi  zur  Gegenwart.     pp.  1,141. 

Long  a  standard  history,  but  now  superseded  at  most  points  ; 
devoted  almost  entirely  to  the  lower  grades  of  education  ;  still  valu- 
able but  often  incorrect,  and  exceedingly  diffuse. 


GENERAL  HISTORIES   OF  PEDAGOGY.  5 

14.  Schmid,  K.  A.     Geschichte  der  Erziehung  von  Anfang  an  bis 
auf  Unsere  Zeit.    Bd.  I.     Ante-Christian  period.     Stuttgart, 
1884. 

The  first  volume  only  has  appeared  ;  but  it  is  of  much  value  and 
interest,  and  contains  valuable  literary  references. 

15.  Schumann,  I.  C.  G.     Leitfaden  der  Padagogik.     II.  Theil. 
Geschichte  der  Padagogik.    pp.  275.     Hannover,  1881. 

One  of  the  best  specimens  of  many  normal  school  compends,  by  a 
school  director  of  Triest. 

16.  Sladeczek,  A.     Geschichte  der  Padagogik  in  ihrer  Bedeutung 
fur  Lehrerbildung.     pp.  32.     Keuthen,  1875. 

V  17.  Vogel,  A.    Geschichte  der  Padagogik  als  Wissenschaft.   pp.  410. 
Gutersloh,  1877. 

From  oriental  times  to  the  present  ;  history  of  the  attempts  to 
treat  educational  topics  philosophically.  The  same  author  as  I.  a.  3. 

18.  Willmann,  O.  Didaktik  als  Bildungslehre  nach  ihren  Bezie- 
hungen  zur  Socialforschung  und  zur  Geschichte  der  Bildung. 
pp.  421.  Braunschweig,  1882. 

Volume  I.  Introduction.  Historical  types  of  culture  as  represented 
by  leading  philosophers  from  Plato  to  Hegel.  Good.  The  author  is 
professor  of  pedagogy. 


6  PEDAGOGICAL  LITERATURE. 

III. 

HISTORY  OF  EDUCATION  AMONG  THE  ANCIENT 
HEBREWS. 

1.  Duschak,  M.     Schulgesetzgebung    bei    den    alten    Israeliten. 

Wien,  1872. 

2.  Beer,  Peter.     Skizze  einer  Geschichte  der  Erziehung  und  des 

Underrichts  bei  den  Israeliten,  von  der  friihesten  zeit  bis  auf 
der  Gegenwart.     Prag,  1832. 

3.  Edersheim,  A.     Sketches  of  Jewish  Social  Life  in  the  Days  of 

Christ,     pp.  338.     London,  1876. 

Contains  educational  matter. 

4.  Henne-Am  Rhyn,  O.   Kulturgeschichte  des  Judentums  von  den 

altesten  Zeiten  bis  zur  Gegenwart.     pp.  527.     Jena,  1880. 

5.  Klein,  K.      Israelitische    Schulbibliothek.       2    Bde.      Main/, 

1858-9. 

6.  Marcus,  J.      Die  Padagogik  des  israelitischen  Volkes.     pp.  55. 

Vienna,  1877. 
Good. 

7.  Maybaum,  S.     Die  Entwickelung  des  israelitischen  Propheten- 

thums.     Berlin,  1883. 

8.  Noah,  J.  J.     Hebrew  Education,  in  the  Report  of  the  Com- 

mission of  Education.     1870.     pp.  359-70. 

9.  Simon,  J.      L'education  et  Pinstruction   des  enfants  chez  les 

anciens  Juifs.    pp.  63.     Paris,  1879. 

10.  Spiers,  B.  The  School  System  of  the  Talmud,  pp.48.  London, 
1882. 

11  Strassburger,  B.  Geschichte  der  Erziehung  nnd  Unterrichts 
bei  den  Israeliten  von  der  vortalmudischen  Zeit  bis  auf  die 
Gegenwart.  Stuttgart,  1885, 


HISTORY   OF   EDUCATION   IN   CHINA.  7 

12.  Sulzbach.     Grundziige  zu  einer  Schulpaedagogik  des  Talmuds. 
Frankfurt,  1863. 

Most  of  these  works  on  this  topic  are  very  small  and  inadequate.  A 
good  book,  compiling  the  latest  results  of  modern  scholarship  on  the 
ancient  Hebrew  educational  conceptions  of,  e.r/.,  priesthood,  prophets,  and 
oracle,  is  a  great  educational  need.  See,  however,  on  this  topic  C.  E.  Wines, 
Commentaries  on  the  laws  of  the  Ancient  Hebrews.  N.Y.  1863.  pp.  870; 
W.  K.  Smith,  the  Old  Testament  in  the  Jewish  Church.  Edinburg,  1881; 
Stanley,  Lectures  on  the  History  of  the  Jewish  Church.  N.Y.  1873;  Reville, 
Prolegomena  of  the  History  of  Religion.  London,  1884;  Fenton,  Early 
Hebrew  Life.  London,  1880;  Kuenen's  Religion  of  Israel.  3vols.;  Ewald's 
Commentary  on  the  Prophets.  5  vols.  See  also  the  works  of  Zunz,  Jost, 
Sachs,  Geiger,  Graetz,  Derembourg,  and  Karpeles.  These  all  contain  more 
or  less  educational  matter. 


IV. 
HISTORY  OF  EDUCATION  IN  CHINA. 

1.  Bazin.      Sur'  I'organisation    interieure    des    ecoles    chinoises. 

Journ.  Asiat.     Paris,  1839.     pp.  32-80. 

2.  Blot,  E.    Essai  sur  Fhistoire  de  Pinstruction  publique  en  Chine, 

Paris,  1845. 

3.  Hager,  J.    An  Explanation  of  the  Elementary  Characters  of  the 

Chinese,    pp.  43.     London,  1801. 

Contains  many  educational  allusions. 

4.  Martin,  W.  A.  P.     The  Chinese,  their  Education,  Philosophy, 

and  Letters,    pp.  319.     New  York,  1881. 

An  excellent  and  interesting  treatise,  largely  at  first  hand.    The 
author  has  resided  many  years  in  China. 

Educational  matter  is  also  found  in  J.  H.  Gray's  China.  Two  vols. 
London,  1878.  S.  W.  Williams'  Middle  Kingdoms  (N.Y.  1851)  also  has  a 
chapter  on  education.  See  also  S.  Legge's  Religions  of  China,  Johnson's 
Chinese  Religion,  Taylor's  China's  Millions.  London,  1880.  This  topic  has 
lately  attracted  much  interest  among  educators,  and  what  is  known  of  the 
Chinese  system  is  full  of  suggestiveness  to  modern  occidental  schoolmen. 


8  PEDAGOGICAL  LITERATURE. 

V. 
HISTORY  OF  EDUCATION  IN  GREECE  AND  ROME. 

1.  Becker,  W.  A.   Charicles ;  or,  Illustrations  of  the  Private  Life 

of  the  Ancient  Greeks,    pp.  512.    London,  1866. 

Contains  sections  entitled:  "Friends  of  Youth";  "Ancestral 
Abode";  "  Habits  of  Youtb,  Gymnasia";  "Banquet";  "Wedding 
Day";  etc.  See  also  "Gallus,"  by  the  same  author,  which  contains 
educational  matter  about  Rome. 

2.  Capes,  W.  W.    University  Life  in  Ancient  Athens,     pp.  171. 

New  York,  1877. 

An  English  book  in  the  same  series  as  II.  3. 

3.  Cramer,  F.    Geschichte  der  Erziehung  und  Unterrichts  im  Alter- 

thum.     2  vols.    Elberfeld,  1832. 
An  old  standard  work. 

4.  G611,  H.    Kulturbilder  aus  Hellas  und  Rom.    pp.  I.  411,  II.  434. 

Leipzig,  1878. 

Part  II.  Professoren  u.  Studeuten  der  romischea  Kaiserzeit  and 
other  valuable  matters. 

5.  Grasberger,  L.    Erziehung  u.  Unterrichts  im  klassischen  Alter- 

thum.     Wurzburg : 

Bd.     I.   Die  Leibliche  Erziehung.    pp.  414.     1867. 

"     II.   Der  Musikalische  Unterricht.     pp.  422.     1875. 

"   III.   Die  Epheben  Bildung.    pp.  642.     1881. 

The  best  and  fullest  educational  history  of  Greece  and  Rome,  from 
original  sources,  which  are  worked  over  with  copious  details  and  in 
a  philosophic  spirit.  The  author  is  a  professor  at  Wurzburg. 

6.  Jager,  O.  H.     Die  Gymnastik   der  Hellenen.     pp.  336.     Stutt- 

gart, 1881. 

A  book  of  exceeding  earnestness  and  insight.  The  author  is  one 
of  the  most  cultivated  and  enthusiastic  teachers  of  athletics  in 
Germany. 


EDUCATION   IN   GKKECE   AND   ROME. 

7.  Kapp.      Aristotle's   Staats-Padagogik.     See   also  his  Platen's 
Erziehungslehre. 

/    8.  Kingsley,  Charles.     Alexandria  and  her  Schools.     See  also  his 
Historical  Lectures  and  Essays,    pp.  132.     London,  1880. 

9.  Krause,  C.  J.  H.     Geschichte  der  Erziehung  bei  den  Griechun 

Etruskern  und  Romern.     pp.  436.     Halle,  1851. 

An  old  standard. 

10.  Mahaffy,  J.  P.    Old  Greek  Education,    pp.  161.   London,  1881. 

Follows  order  of  pupil's  age,  and  based  partly  on  Grasberger.  The 
author  is  professor  of  Trinity  College,  Dublin. 

11.  Nettleship,  R.  S.     Theory  of  Education  in  the  Republic  of 
Plato. 

In  E.  Abbott's  Hellenica,  1880.    Good. 

12.  Schmid,  K.  A.    Geschichte  der  Erziehung  vom  Anfang  an  bis 
auf  unsere  Zeit.     Bd.  I.,  pp.  333.     Stuttgart,  1884. 

Vol.  I.  includes  the  nations  of  antiquity.  The  entire  work  when 
complete  is  to  comprise  four  volumes.  The  same  as  II.  13. 

13.  Stein,  Lorenz.      Erziehung  im  Alterthum.      Part  5.      Erste 
Abtheilung  seiner  Junerer  Verwaltung.     1883. 

The  author  is  an  eminent  professor  of  the  science  of  political 
administration  in  the  University  of  Vienna.  Especially  valuable  as 
from  a  modern  statesman's  standpoint. 

f     14.  Ussing,   J.   L.      Erziehung-  und    Uuterrichtswesen    bei    den 
Griechen  und  den  Rb'rnern.     pp.  166.     Altona,  1870. 

A  scholarly  and  concisely  written  sketch. 

15.  Wilkins,  A.  S.     National  Education  in  Greece  in  the  Fourth 
Century  B.C.     pp.  167.     London,  1873. 

The  author  is  professor  of  Latin  in  Owen's  College.  Excellent ; 
especially  convenient  as  a  brief  presentation  of  the  educational  ideas 
of  Plato  and  Aristotle. 


10  PEDAGOGICAL  LITERATURE. 

For  Greece  and  Rome  see  also  all  the  works  under  II.,  especially  12,  Vol.  I. ; 
also  16  and  17.  See  also  L.  Schmidt's  Die  Ethik  der  Alten  Griechen,  and 
in  L.  Friedlaender's  Sittengeschichte  Roms;  two  comprehensive  standard 
works  which  shed  many  side  lights  upon  moral  education,  from  a  broad 
anthropological  standpoint.  See  also  Histories  of  Greek  and  Roman 
psychology,  of  which  a  bibliography  is  forthcoming;  Hermann's  Cultur- 
geschichte  der  Griechen  u.  Romer;  Packard's  Studies  in  Greek  Thought  — 
I.  Religion  and  Morality  among  the  Greeks;  II.  Plato's  System  of  Education. 


VI. 

HISTORY  OF  EDUCATION  AMONG  THE  ARABS. 

1.  Haneberg,  D.     Abhandlung  ueber  das  Schul-  und  Lehrwesen 

der  Muhamedaner  im  Mittelalter.     pp.  40.     Miiuchen,  1850. 

Probably  the  best  brief  monograph  on  the  topic. 

2.  Pischon,  C.  N.     Der   Einfluss   des   Islam   auf  das   hausliche, 

sociale  und  politische  Leben  seiner  Bekenner.     pp.  162.     Leip- 
zig, 1881. 

One  chapter  on  education. 

3.  Vamb&ry,  EL     Der  Islam  im  Neunzehnten  Jahrhundert.     pp. 

321.     Leipzig,  1875. 

Including  chapters  on  culture  and  school,  etc. 

4.  Veth,  P.  J.     Dissertatio  de  Institutis  Arabum  Erudiendae  Ju- 

ventuti  et  Literis  Promovendis  iuservientibus.     pp.  51.     Am- 
sterdami,  1843. 

5.  Wiistenfeld,  P.     Die  Academien  der  Araber  tind  ihre  Lehrer. 

pp.  viii  +  136.     Gbttingen,  1837. 

This  seems  to  be  the  only  authority  used  by  Schmidt  in  his  exten- 
sive history  of  education,  and  is  quite  erroneous  and  defective.  See 
also  general  histories  of  education.  The  contributions  of  the  Arabs 
to  modern  educational  systems  and  .apparatus  is  an  important  topic 
on  which  no  adequate  single  treatise  exists. 


HISfEOEY   OF   MODERN   EDUCATION.  11 

VII. 

HISTORY  OF  EDUCATION  IN  CHRISTIAN  COUNTRIES. 
a.  IN  ENGLISH. 

1.  Adams,  P.     History  of  the  Elementary  School  Contest  in  Eng- 

land,    pp.  349.     London,  1882. 

2.  Dollinger,  J.  J.  J.     Universities,  Past  and  Present.     Barnard's 

Am.  Journ.  of  Ed.     20  :  737.     Hartford,  1875. 

Originally  a  lecture  by  the  author  of  the  new  Catholic  movement, 
expanded,  translated  here  from  the  German,  often  quoted. 

3.  Donaldson,  J.     Lectures  on  the  History  of  Education  in  Prus- 

sia and  England,     pp.  185.     Edinburgh,  1874. 

4.  Drane,  A.  T.     Christian  Schools  and  Scholars ;  or,  Sketches  of 

Education  from  the  Christian  Era  to  the  Council  of  Trent. 
2d  edition,     pp.  738.     London,  1881. 

A  very  valuable  study  from  original  Latin  sources  by  a  Catholic 
lady,  well  written  and  interesting. 

5.  Furnivall,  F.  J.     Education  in  Early  England.     London,  1867. 

The  author  is  well  known  for  his  work  on  members  of  the  early 
English  tract  society. 

6.  Gill,  J.     Systems  of  Education,    pp.  312.     London,  1876. 

Only  English  systems,  from  Roger  Ascham  to  Horace  Grant.  A 
convenient  pocket  history.  London,  187(5.  Republished  in  Boston, 
188(5.  The  author  is  professor  of  education  in  the  Normal  College  of 
Cheltenham,  and  has  written  other  educational  works. 

7.  Huber,  V.  A.    The  English  Universities.    3  vols.    London,  1843. 

Vol.  I.     From  the  12th  century  to  the  death  of  Elizabeth. 
Vol.  II.     To  the  present  time  [1843]. 

Vol.  III.  is  mainly  devoted,  as  is  Vol.  II.  in  part,  to  the  consti- 
tution of  the  universities  and  to  student  life. 

A  standard  work,  with  many  fine-  plates.  Translated  from  the 
German  by  F.  W.  Newman. 


12  PEDAGOGICAL   LITERATURE* 

8.  Leitch.     Practical  Educationists  and  their  Systems  of  Teaching. 

pp.  302.     Glasgow,  1876. 

Locke,  Pestalozzi,  Bell,  Lancaster,  Wilderspen,  Stowe,  H.  Spencer. 

9.  Mullinger,  J.  B.     The  Schools  of  Charles  the  Great  and  the 

Restoration  of   Education  in  the   Ninth   Century,     pp.  193. 
London,  1877. 

The  result  of  much  independent  research.    A  Kaye  prize  essay. 

10.  Quick,  R.  H.     Essays  on  Educational  Reformers,     pp.  331. 

Cincinnati,  1874. 

Special  chapters  on  schools  of  the  Jesuits,  Ascham,  Montaigne, 
"R    fcatich,   Mellin,   Comenius,  Locke,  Rousseau,    Basedow,   Pestalozzi, 
Jacobis,  and  H.  Spencer.    The  author  is  an  experienced  teacher. 

11.  Wordsworth,  C.     Scholae  academicae :  Some  account  of  the 

studies  at  the  English  Universities  in  the  Eighteenth  Century, 
pp.  435.     Cambridge,  1877. 

A  valuable  historical  study.  See  also  J.  L.  Symond's  Renaissance 
in  Italy.  1875-81.  5  v. ;  which  comprehensive  work  contains  much 
educational  material  passim. 

b.   IN  GERMAN. 
. 

1.  Ballien,  T.     Abriss  der  Geschichte  der  deutschen    Padagogik. 

pp.  334.     Stuttgart,  1872. 

2.  Cramer,  F.     Geschichte  der  Erziehung  und  des  Unterrichts  in 

den  Niederlanden  \vahrend  des  Mittelalters.     pp.  338.    .Stral- 
sund,  1843. 

3.  Denifle,  H.     Die  Universitaten  des  Mittelalters  bis  1400.   Erster 

Band.      Die    Entstehung  der  Universitaten    des   Mittelalters. 
pp.  815.     Berlin,  1885. 

This  volume  is  devoted  only  to  the  external  history  of  the  uni- 
versities of  the  period,  and  is  to  some  extent  controversial  against 
Meiners,  Savigny,  Raumer,  and  Kaemmel.  The  next  is  to  be  devoted 
to  internal  history.  The  author  is  a  brilliant  young  Catholic  priest, 
and  represents  the  new  romantic  ideals.  He  has  unusual  facilities  for 
research  at  Rome  as  a  papal  archivist. 


HISTORY   OF   MODERN   EDUCATION.  13 

•^4.  Grafe,  H.  Deutsche  Volksschule  oder  die  Burger- und  Land- 
schule  nach  der  Gesammtheit  ihrer  Verhultnisse  nebst  einer 
Geschichte  der  Volksschule  von  J.  C.  G.  Schumann.  3  vols. 
pp.  419,  498,  564.  Jena,  1877-9. 

Very  comprehensive. 

5.  Heppe,  H.     Geschichte  des  deutschen  Volksschulwesens.    5  vols. 
Gotha,  1858-00. 

Tracing  the  history  in  departments  and  by  territories  from  the 
Reformation. 

/  6.  Heppe,  H.  Das  Schulwesen  des  Mittel  alters  und  dessen  Reform 
im  sechszehnten  Jahrhunclert.  pp.  04.  Marburg,  1800. 

Good. 

7.  Just,  K.  S.     Zur  Padagogik  des  Mittelalters.     pp.  48.     Vol.  I. 
Pad.  Studien,  von  W.  Jiein,  AVien  and  Leipzig,  1876. 

/"  8.  Kaemmel,  H.  J.  Geschichte  des  deutschen  Schulwesens  im 
Uebergange  vom  Mittelalter  zur  Neuzeit.  pp.  444.  Leipzig, 
1882. 

Best  on  the  rise  and  educational  development  of  Humanism. 
Published  posthumously.  An  extreme  representative  of  the  view  that 
all  educational  progress  is  measured  by  revolt  from  the  influences 
of  the  Catholic  Church. 

f  9.  Kehr,  C.  Geschichte  der  Methodik  des  deutschen  Volksschul- 
unterrichtes.  Unter  Mitwirkung  einer  Anzahl  Schulmanner. 
2  Ed.  pp.  511,  519.  Gotha,  1877-9. 

Includes  history  of  methods  of  teaching  religion,  geography,  his- 
tory, natural  and  physical  science,  arithmetic  and  geometry,  writing, 
drawing,  music,  reading,  object  lessons.  A  work  of  great  erudition, 
by  an  experienced  normal  school  principal.  See  special  cards  under 
these  topics. 

10.  Koch,  J.  F.  W.     Preussiche  Universitaten,  Berlin,  1840. 

Two  large  volumes  of  orders,  laws,  and  decrees,  historically 
arranged. 


14  PEDAGOGICAL    LITERATURE. 

11.  Keener,  Fr.     Geschichte  der  Piidagogik.     2d  edition.     Leip- 
zig, 1857. 

12.  Loschke,  K.  J.     Die  religiose  Bildung  der  Jugend  und  der  sitt- 

liche  Zustand  der  Schulen  iin  16.  Jahrhundert.     Breslau,  184(5. 

13.  Ludwig,  J.  L.     Grundsatze  und   Lehren  vor  ziiglicher  Piida- 

gogiker  von  Locke  bis  auf  die  gegenwartige  Zeit,  nach  ihrem 
Wesen  und  Verhaltnisse,  zur  Fcrderung  griindlicher  Kenntniss 
der  Piidagogik.  3  vols.  Baireuth,  1856. 

14.  Mascher,  H.  A.     Das  deutsche  Schulwesen  nach  seiner  his- 

torischen  Entwickelung  und  den  Forderungen  der  Gegenwart. 
pp.  188.  Vol.  I.  Pad.  Studien  von  W.  Rein.  Wien  und 
Leipzig,  1876. 

An  interesting  monograph. 

15.  Meiners,  C.     Geschichte  der  Entstehung  und  Entwickelung  der 

hohen  Schulen  unseres  Erdtheils.    4  vols.    1802-5.    Gottingen. 

An  old  standard  history  of  universities  and  organizations  for 
higher  education,  from  Salerno,  Bologna  and  Paris,  down  to  the 
author's  time.  Worked  up  from  original  sources,  but  now,  for  the 
most  part,  superseded  by  other  works. 

16.  Meyer,  J.  B.     Deutsche  Universitiits-Entwickelung.      pp.  100. 

In  Deutsche  Zeit.  u.  Streit-Fragen.     Berlin,  1875. 

An  expanded  popular  lecture  by  a  professor  of  philosophy  of  Bonn 
University. 

17.  Muther.     Aus  dem  Universitatem  u.  Gelehrtenleben  im  Zeit- 

alten  der  Reformation.     Erlangen,  1866. 

18.  Passow.     L.  Beitrage  zur  Geschichte  der  Deutschen  Univer- 

sitaten  im  14.  Jahrhundert.     Berlin,  1836. 

19.  Paulsen,  F.     Die  Grundung  der  deutschen  Universitaten  im 

JNlittelalter.  Sybel's  Hist.  Zeitschrift.  Bd.  45.  pp.  251-311, 
385-440.  1881. 

One  of  the  best  and  most  condensed  treatises  on  the  subject,  cor- 
recting Savigney  in  several  important  respects.  The  author  is  pro- 
fessor of  philosophy  and  pedagogy  at  the  University  of  Berlin. 


HISTOEY  OF   MODERN   EDUCATION.  15 

V/20.  Paulsen,  P.  Geschichte  des  gelehrten  Unterrichts  auf  den 
deutschen  Schulen  und  Universitiiten  vom  Ausgang  des  Mittel- 
alters  bis  zur  Gegenwart.  Mit  besonderer  lliicksicht  auf  den 
klassischen  Uiiterricht.  pp.  811.  Leipzig,  1885. 

A  very  learned  and  important  work,  devoted  mostly  to  the  devel- 
opment of  classical  studies  in  the  universities  and  gymnasium,  but  of 
great  value  as  a  general  history  of  the  growth  of  higher  education  in 
Germany.  The  standpoint  and  general  conclusion  is,  that  while  from 
the  classics  most  that  is  best  in  modern  culture  is  derived,  the  new 
went  out  of  and  has  gone  beyond  the  old,  and  that  the  ancients,  instead 
of  teaching  culture,  have  now  become  objects  of  scientific  study, 
which  must  be  very  special,  like  other  specialties,  to  reach  results, 
and  that  German  humanities,  especially  literature  and  idealistic  phi- 
losophy, which  is  of  indigenous  origin,  and  not  physical  science,  should 
take,  or  at  least  share  in  some  measure,  the  place  once  occupied  by 
the  classics  in  educational  schemes. 

21.  Ffeiffer,  F.  5V.  Die  Volksschule  des  19.  Jahrhunderts  in 
Biographien  hervorragender  Schulmanner.  nj$.  786.  Niirnberg, 
1872-4. 

V22.  Raumer,  K.  v.     Geschichte  der  Padagogik  vom  Wiederauf- 
bliihen  klassischer  Studien  bis  auf  unsere  Zeit.     4  vols.,  last 
edition.     Giitersloh,  1880. 
Bd.    I.     From  Dante  to  Bacon's  death. 
Bd.  II.     To  Pestalozzi's  death. 

From  these  two  volumes,  selections  entitled  German  Educational 
Reformers  have  been  translated  in  Barnard's  Journal,  as  well  as  many 
other  chapters  from  other  parts  of  the  work. 

Bd.  III.  is  devoted  to  special  topics :  Latin  and  German  lan- 
guage, history,  and  natural  science,  and  the  education  of 
girls. 

Each  topic  is  treated  historically,  especially  as  connected  with 
individual  teachers  and  reformers,  except  the  last,  which  is  treated  by 
subjects  and  ethically. 

Bd.  IV.  is  devoted  to  the  history  of  the  German  universities. 

This  volume  has  been  translated  into  English  in  Barnard's  Jour- 
nal of  Education  and  published  as  a  separate  volume. 

This  work  as  a  whole  is  a  standard.    The  material  was  wrought 


16  PEDAGOGICAL    LITERATURE. 

out  from  lectures  in  the  University  of  Erlangen,  and,  though  published 
first  in  1842,  was  revised  in  a  third  editiou  before  the  author's  death 
in  1865. 

23.  Ronne,  L.  v.     Das  Unterrichts-Wesen  des  preussischen  Staates 
in  seiner  geschichtlichen  Entwickelung.     2  Bd.     pp.  965,  6GO. 
Berlin,  1854-5. 

A  detailed  account  of  the  history  and  modern  status  of  educational 
organization  in  the  several  Prussian  provinces,  with  literature,  sta- 
tistics, legal  documents  on  the  several  kinds  of  school,  from  kinder- 
garten to  normal  school  and  university,  including  curricula,  supervi- 
sion, sanitation,  teacher's  rights,  oaths,  duties,  pension,  furlough, 
school  funds,  endowments,  courses  of  study,  with  special  sections  on 
learned  academies,  libraries,  museums,  veterinary,  technological, 
agricultural,  apothecary  schools.  It  is  a  mine  of  information  on  the 
subject,  which  cannot  be  found  elsewhere  in  so  small  compass.  The 
author  is  an  eminent  judge  of  the  Prussian  Court  of  Appeals. 

24.  Savigny,  F.  C.  von.     Geschichte  des  romischen  Rechts  im 
Mittelalter.     C  vols.     2d  edition.     Heidelberg,  1834. 

History  of  Universities  in  Vol.  III.  wrought  up  with  great  care 
from  original  sources.  Translated  in  Barnard's  Journal  of  Education. 
His  conclusions  concerning  the  relations  of  the  medifeval  universities 
and  the  Church  are  vigorously  antagonized  by  Denifle,  who  thinks  the 
influence  of  the  latter  closer  and  more  beneficent. 

25.  Schmid,  J.  A.     Niederen    Schulen   der  Jesuiten.      pp.  131. 
Regensburg,  1852. 

26.  Specht,  F.  A.     Geschichte  des  Unterrichtswesens  in  Deutsch- 
land  von  den  altesten  Zeiten  bis  ziir  Mitte  des  dreizehnten 
Jahrhunderts.     pp.  411.     Stuttgart,  1885. 

Crowned  by  the  historical  commission  of  the  Bavarian  Academy. 
Of  great  value  and  interest,  and  written  in  a  very  graphic  style,  and 
from  original  sources. 

27.  Strack,  K.     Geschichte  des  deutschen  Volkschulwesens.    pp. 
438.     Giitersloh,  1872. 

From  the  Reformation  to  the  present.  Best  for  its  sections  on 
individuals;  e.g.,  Stephani,  Dinter,  Niemeyer,  Schwartz,  Felbiger,  Von 
Rochow,  Uentzel,  Graser,  Diesterweg,  and  others. 


HISTORY   OF    MODERN   EDUCATION.  17 

28.  Strtimpell.      Die   Piidagogik   cler   Philosophen  Kant,   Fichte, 
Herlart.     pp.  208.     Braunschweig,  1843. 

Mainly  devoted  to  an  exposition  of  Herbart,  of  whom  the  author, 
who  is  one  of  the  older  professors  in  the  Universit  of  Leipzig,  is  a 
devoted  disciple  in  pedagogy  as  in  philosophy. 

29.  Theiner,  A.      Geschichte   der  geistlichen    Bildungsanstalten. 
pp.  505.     Mainz,  1835. 

From  the  beginning  of  the  Christian  Church  to  the  present  cen- 
tury. Roman  Catholic.  A  work  of  considerable  learning,  but  the 
material  is  put  together  in  a  very  confusing  manner,  and  the  style 
exasperating. 

30.  Weber,  A.     Die  Geschichte  der  Volksschulp'adagogik  und  der 
Kleinkindererziehung.     pp.  339.     Dresden,  1877. 

Begins  with  the  advent  of  Christianity  into  Germany.  Describes 
individual  theories  and  methods  in  detail,  and  is  especially  full  on 
Frobel. 

31.  Weicker,  G.     Das  Schulwesen  der  Jesuiten  nach  den  Ordensge- 
setzen.     pp.  288.     Halle,  1863. 

32.  Zirngiebl,   E.     Studien   ueber   das   Institut  der   Gesellschaft 
Jesu    mit    besonderer    Beriicksichtigung    der  piidagogischen 
Wirksamkeit  dieses  Ordens  in  Deutschland.     pp.  533.     Leip- 
zig, 1870. 

The  educational  side  of  the  subject  is  quite  fully  and  impartially 
treated. 


c.  IN  FRENCH. 

1.  Babeau,  A.     L'ecole  de  village  pendant  la  revolution,    pp.  272. 

Paris,  1881. 

2.  Bernard,  M.  P.     Histoire  de  1'autorite  pateruelle  en  France. 

pp.  511.     1863. 

Crowned  by  the  Academy. 


18  PEDAGOGICAL   LITERATURE. 

3.  Compayre',  G.     Histoire  critique  des  doctrines  de  Pe'ducation 

en  France  depuis  le  seizieme  siecle.    2  vols.    pp.  457,  437. 
Paris,  1880. 

Revises  and  simplifies  much  matter  about  the  early  development 
of  the  French  system  of  education  not  readily  accessible  elsewhere. 
The  best  general  history  in  this  field. 

4.  During,  A.     L'instruction  publique  et  la  revolution,     pp.  502. 

Paris,  1882. 

Partly  documentary. 

5.  Muteau.     Les  e"coles  et  colleges  en  Province  depuis  les  temps 

les  plus  recules  jusqu'en  1789.    pp.  599.     Dijon,  1882. 

An  important  historical  work. 

6.  Resbecq,  Fr.  de.      Histoire  de  Penseignement  primaire  avant 

1789,  dans   les   communes  qui  ont  forme  le  departement  du 
Nord.    pp.  424.     Paris,  1878. 

7.  Sicard,  A.     L'education  morale  et  civique  avant  et  pendant  la 

revolution  (1700-1808).    pp.  583.     Paris,  1884. 

8.  Soulice,  M.  L.     Notes  pour  servir  a  1'histoire  de  1'instruction 

primaire  dans  les  Basses-Pyrdnees  (1385-1880).     pp.  64.     Pau, 

1881. 

By  the  librarian  and  archivist  of  the  town  of  Pau. 

9.  Th^ry,  A.  F.      Histoire   de  Peducation  en  France,   depuis  le 

cinquieme   siecle  jusqu'a  nos  jours.     2   torn.      pp.  3.60,  503. 
Paris,  1858. 

Once  very  valuable,  but  now  rather  superseded  by  the  history  of 
Compayre.  VII.  c.  3. 


STANDARD   WBITEltS.  19 


VIII. 

• 

STANDARD  WRITERS  IN   THE   HISTORY  OF 
EDUCATION. 

I.  ANCIENT. 

1.  Aristotle,  The  Ethics  of.     Illustrated,  with  Essays  and  Notes 

by  Sir  Alexander  Grant,  Bart.     2  vols.     pp.  514,  351.     Long- 
mans, Green  &  Co.     London,  1885. 

The  Nicomachean  Ethics.  Translated  by  F.  H.  Peters,  M.A. 
pp.  354.  C.  Kegan  Paul  &  Co.  London,  1881. 

The  Politics  of.  Translated,  with  an  Introduction,  Marginal 
Analysis,  Essays,  Notes,  and  Indices,  by  B.  Jowett,  M.A. 
2  vols.  pp.  302,  320.  Clarendon  Press.  Oxford,  1885. 

The  index  gives  detailed  references. 

The  Politics  and  Economics.  Translated  by  E.  Walford.  pp. 
338.  George  Bell  &  Sons  [Bohn's  Classical  Library]. 
London,  1881. 

The  Economics  touches  on  female  education. 
( 

2.  Cicero.     De  Oratore.    Translated  by  J.S.Watson,  M.A.  George 

Bell  and  Sons  [Bohn's  Classical  Library].     London. 

Deals  in  part  with  the  education  necessary  for  entering  public 
life. 

3.  Cornificius  (?).     Rhetorica  ad  Ilerennium. 

Included  in  Vol.  I.  of  Cicero's  works.  Mostly  a  technical  treatise 
on  rhetoric,  but  occasionally  of  more  distinct  bearing  on  education. 
Book  III.  advises  the  orator  on  the  Art  of  Memory. 

4.  Isocrates.  Translated  by  John  Gillies,  LL.D.  8vo.  London,  1778. 

Oratio  XIII.     Against  the  Sophists. 

This  is  an  attack  on  the  methods  and  pretensions  of  rhetoricians 
and  dialecticians. 


20  PEDAGOGICAL   LITERATURE. 

Oratio  XV.     On  the  Antidosis. 

Explains  his  so-called  Philosophy,  or  theory  of  practical  culture. 

5.  Lucian.     Anacharsis  vel  De  Gymnasiis.     In  Vol.  III.  of  Teub- 

ner  edition  of  the  text  of  Lucian.  Lucian  is  translated  by 
William  Tooke,  F.R.S.  2vols.  Longman,  Hurst,  liees,  Oruie, 
&  Brown,  1820.  London. 

6.  Philostratus  the  Elder.     Libellus  de»Arte  Gymnastica.     Ger- 

man translation  of  Philostratus,  by  Jacobs  and  Lindau.  10 
vols.  Stuttgart,  1828-1839. 

7.  Plato,  The  Dialogues  of.     Translated,  with  Analyses  and  Intro- 

ductions, by  B.  Jowett,  M.A.  5  vols.  2d  edition.  Oxford, 
1875. 

The  index  to  the  second  edition  gives  references  in  detail.  Plato's 
theory  of  education  is  found  mainly  in  the  Republic  and  the  Laws. 
The  spurious  Epinomis,  not  included  in  Jowett's  version,  touches  on 
the  value  and  proper  method  of  teaching  mathematics.  See  Kapp, 
Platen's  Erziehungslehren.  Also  Wiese,  Die  pad.  Grundsiitze  in  Plato's 
Republik. 

/'  8.  Plutarch.  Morals.  Translated  from  the  Greek  by  several 
hands.  Corrected  and  revised  by  W.  W.  Goodwin,  Ph.D. 
5  vols.  Little,  Brown  &  Co.  Boston,  1870. 

Vol.    I.  pp.    1-32.     On  the  Training  of  Children. 

pp.  78-80.     That  Virtue  may  be  taught. 
Vol.  II.  pp.  42-94.     How  a  Young  Man  ought  to  hear  Poems. 

9.  Quintilian.     Institutes  of  Oratory.     Translated,  with  Notes,  by 

J.  S.  Watson,  M.A.  2  vols.  George  Bell  &  Sons  [Bohn's  Clas- 
sical Library].  London. 

A  valuable  and  exhaustive  treatise  on  the  education  of  an  orator 
for  Roman  public  lif e. 

10.  Tacitus.     Dialogus  de  Oratoribus.      Chapters  28-35  treat  of 

Roman  education  in  connection  with  the  discipline  and  culture 


STANDARD   WRITERS.  21 

requisite  for  entering  public  life.     Translated  in  Holm's  Clas- 
sical Library. 

11.  Xenophon.     Cyropjcdia.     Translated  by  J.  S.  Watson,  M.A. 
George  Bell  &  Sons  [Bonn's  Classical  Library].     London. 

On  the  education  and  life  of  Cyrus,  founder  of  the  Persian  Empire. 
The  first  book  especially  a  standard  educatioual  authority,  but  more 
for  the  Spartaus  thaii  for  the  Persians. 

Oeconomicus.  Translated  by  Wedderburn  and  Collingwood, 
with  a  Preface  by  John  Ruskin,  in  Bibliotheca  Pastorutn. 
Vol.  I.  Ellis  &  White.  London,  187G. 

How  an  Athenian  gentleman  educated  his  wife  for  the  conduct  of 
the  household. 

See  also  Niemeyer.  Originalstellen  der  Classiker  iiber  die 
Theorie  der  Erziehung.  Halle,  1813.  See  Grote  and 
the  philosophical  literature  on  Socrates,  and  especially 
the  Sophists. 

The  translations  specified  are  simply  those  most  accessible  to  stu- 
dents of  education  iu  the  J.  H.  U. 


II.    MODERN. 

1.  Alkuin's  Leben.     775(?)-804.     F.  Lorentz.     Hall -5,  1829. 

2.  Arnold,  T.     1795-1842.     Life  and  Correspondence  of.     By  A. 

P.  Stanley. 

3.  Ascham,  R.     1515-1568.     The  Schoolmaster.    Works.    Vol.  3. 

pp.  65-276.     London,  1864. 

4.  Basedow,  J.      1723-1790.     Ausgewahlte    Schriften.      By   H. 

Goring.     Langensalza,  1880. 

Also  his  fuller  Elementarwerk. 

5.  Bell,  A.     1753-1772.     Elements  of  Tuition.    London,  1815. 

Instruction  for  conducting  schools  through  the  agency  of  the 
scholars  themselves.     London,  1817. 


22  PEDAGOGICAL   LITERATURE. 

6.  Combe,  G.    1788-1858.    Education;  its  Principles  and  Practice. 

Collected  and  edited  by  W.  Jolly,     pp.  772.     London,  1879. 

7.  Beneke,  F.  E.      1798-1854.     Erziehungs   u.   Unterrichtslehre. 

2  vols.     Berlin,  1821-64. 

See  also  Borner's  Die  Lehre  von  Bewusstsein  in  ihren  piidago- 
gischen  u.  didaktischen  Anwendung.  Frieburg,  1853.  Also  Moltke, 
Beneke's  Psychologisch-padagogische  Abhandlungen  u.  Aufsatze. 
Leipzig,  1877. 

8.  Campe,  J.  H.     1716-1818.     Theophron.    Von  K.  Richter.     pp. 

xxiv,  296.     Leipzig,  1875. 

Sammtliche  Kinder-  und  Jugendschriften.     1831-36. 

9.  Comenius.     1592-1611.      Grosse  Unterrichtslehre  (translation 

of  his  Didactica  Magna,  published  originally  in  Bohemian, 
1628-32,  and  again  in  Latin  about  1640),  mit  einer  Einlei- 
tung :  Comenius,  sein  Leben  und  Wirken,  von  Dr.  Gust. 
Wien,  1876. 

There  is  also  a  Leipzig  edition  of  the  same  in  German  by  J.  Berger 
and  Fr.  Zoubek. 

Padagogische   Schriften.  Uebersetz  von   Th.    Lion.     Langen- 
sala,  1876. 

See  also  his  Ausgewahlte  Schriften,  bearbeitet  von  T.  Berder  u. 
T.  Leutbacher.  Leipzig,  1876. 

The  Janua  Lingua/rum  Reserata,  1631,  and  the  Orbis  Sensualium 
Pictus,  1658,  have  never  been  translated  entire  into  any  modern  tongue, 
to  the  writer's  knowledge.  Professor  S.  S.  Laurie's  John  Amos  Comenius; 
his  Life  and  Educational  Works,  pp.  239,  London,  1881,  gives  the  best  con- 
spectus of  his  works  in  English. 

10.  Degerando,  J.  M.     1772-1842.     Du  perfectionnement  morale 

ou  de  1'education  de  soi-meme.  2  vols.  Paris,  1826.  Trans- 
lated by  E.  P.  Peabody.  Boston,  1832. 

11.  Dickens,  C.    1812-1870.   The  Schoolmaster.    New  York,  1871. 

Extracts  from  his  works. 


STANDARD   WRITERS.  23 

12.  Diesterweg,  F.  A.  W.     1790-1866.     Ausgewahlte  Schriften. 

Herausgegeben  vou  E.  Laugenberg.     4  Bds.     Frankfurt  a.  M., 
1882. 

Here  are  found  the  best  of  his  fifty-four  works. 

13.  Dinter,  G.  F.     1760-1831.     Leben,  von  ihm  selbst  beschrieben. 
Mit  Anhang,  u.  Erlaiiterungen  von  11.  Niedergesass.     Wien, 
1879. 

14.  Edge-worth,   K.   L.     1744-1817.     (Assisted  by  his  daughter 

Maria.)     Practical  Education.     London,  1798. 

Essays  on  professional  education,     pp.  591.     London,  1812. 

15.  Erasmus.     1467-1536.     De  ratione  studii. 

De  pueris  statim  ac  liberaliter  instituendis. 

All  the  Familiar  Colloquies  of  Desiderius  Erasmus,  of  Roter- 
dam,  concerning  Men,  Manners,  and  Things,  translated 
into  English  by  N.  Bailey,  pp.  589.  London,  1733. 

He  also  wrote  many  text-books.     His  educational  works  seem 
never  to  have  been  collected  or  translated. 

16.  Ferfelon.     1651-1715.     De  1'education  des  filles.     Paris,  1687. 

See  Fenelon's  educational  views,  conveniently  epitomized  in  Bar- 
nard's Journal,  vol.  13,  pp.  476-94. 

17.  Fichte,  I.  G.      1762-1814.     Reden  an  die  deutsche  Nation. 

Aphorismen  iiber  Erziehung.     System  der  Sittenlehre. 

His  Vocation  of  the  Scholar,  pp.  72.    Translated.    London,  1847. 

18.  Flattisch,   I.   F.     1717-1797.     Padagogische  Lebenswiesheit, 

by  E.  Ehmann,  1870,  is  the  best  form  of  his  life  and  writings. 

See  Schafer,  Flattisch  u.  sein  Pad.  System,    pp.  121.    Frankfurt, 
a.  M.,  1871.    His  life  and  opinions  cited  by  topics.    A  thorough  work. 

19.  Francke,  A.  H.     1667-1727.     Schriften  ueber  Erziehung  u. 

Unterricht.     Bearbeitet  von  K.  Richter.     2  Bds.     Leipzig. 

See  Kramer,  Francke,  ein  Lebensbild.  2  Bde.   pp.  304,  510.  Halle, 
1880-82. 


24  PEDAGOGICAL    LITERATURE. 

20.  Froebel,  F.  1782-1852.  Gesammelte  piidagogische  Schrif- 
ten.  1874.  3  Bde.,  Von  W.  Lange.  Autobiographie  u. 
kleinere  Schriften.  Menschen-Erziehung,  die  Padagogik  der 
Kindergartens. 

The  third  part  has  been  often  resumed  and  explained  in  English 
by  Madames  Kriege,  E.  Peabody,  Kraus-Bolte,  Scherreff.  Part  sec- 
ond has  been  translated  into  English  for  the  first  time  by  J.  Jarvis. 
The  Education  of  Man.  pp.  277.  N.  Y.,  1885.  How  copious  the  Froe- 
bel  literature  has  become  can  be  seen  in  Walter's  Die  Frubelliterature. 
See  XXVI. 


21.  Girard,  Pfere.     1765-1850.     Cours  educatif  de  la  langue  ma- 
ternelle.     1844. 


\/    22. 


Grafe,  H.     1802-1868.     Die  Deutsche  Volksschulen.     3  Bde. 
Herausgegeben  von  J.  Schumann.     1878. 


23.  Graser,  J.   B.     1766-1841.     Divinitat,  oder  das   Princip   der 
erwigen  wahren  Menschen-Erziehung.     Elementarschule   fiirs 
Leben.     1817-34. 

Contains  his  famous  "  Schreib-lese  "  method. 

24.  Hamilton,   J.     1769-1831.     An  Essay  on  the  Usual  Mode  of 

Teaching  Languages.     New  York,  1815. 

25.  Hamilton,  E.     History  of  the  Hamiltoniau  System.     London, 

1831. 

See  a  good  article  on  Hamilton  in  Schmidt's  Encyclopedia,  Bd.  III. 


26.  Hegel.     1770-1831.      Hegel's  Ansichten  iiber  Erziehung  und 

Unterricht,  von  G.  Thaulow.     3  Bde.     Kiel,  1853-54. 

27.  Heinicke,  S.     1779-1790.     Beobachtungen  iiber  Stumne  u. 
der  menschliche  Sprache.     Hamburg,  1778. 

Wichtige  Entdeckungen,  etc.     Leipzig,  1786. 

See  also  Stosner,  S.  Heinicke,  Sein  Leben  u.  Werken,  1870. 


STANDARD   "SV1UTERS.  25 

28.  Herbart,  J.  P.     1776-1841.     Padagogische  Schriften.     2  Bde. 
pp.  673,  692.    Leipzig,  1880. 

This  edition  by  Wilmann  includes,  besides  the  general  and  spe- 
cial pedagogy  of  Herbart,  his  work  on  the  application  of  psychology 
to  pedagogy.  His  papers  on  character,  culture,  and  some  new  material 
not  included  in  his  collected  works,  are  found  here.  The  notes  and 
references,  as  well  as  the  introduction  by  the  editor,  add  materially 
to  the  value  of  this  edition. 

Herbart's  Regierung  Unterricht,  und  Zucht,  dargestellt  und 
in  ihrem  Verhaltniss  zu  einander  besprochen.  pp.  45. 
W.  Rein.  Vol.  I.  Padagogische  Studien.  Eisenach,  1875. 

John  Friedrich  Herbart.  Nach  seinem  Leben  und  seiner 
padagogischer  Bedeutung.  G.  A.  Hennig.  pp.  130. 

Leipzig,  1877. 

Herbart  founded  an  influential  school  in  pedagogy  and  psychology. 
Especially  Stoy,  Ziller,  and  Strumpell  have  elaborated  his  educational 
ideas.  Many  of  the  most  eminent  modern  German  psychologists  owe 
very  much  to  impulses  received  from  Herbart,  neglected  though  his 
principles  are. 

29.  Herder.     1744-1803.     Herder  als  Padagog.     pp.  60.     Von  W. 

Rein,  Wien  und  Leipzig,  1876. 

30.  Jacotot,  J.  J.     Enseignement  universel.     Paris,  1823. 

Langue  e^trangere.     7th  ed.     pp.  279.     Paris,  1852. 
Langue  maternelle.     pp.  478.     Paris,  1852. 

^     See  also  J.  Jacotot  et  saMethode  d'emancipation  intellectuelle. 
B.  Perez,     pp.  210.     Paris,  1883. 

Stiehr.  Anleitung  zur  praktischen  Anwendung  der  Unter- 
richtsmethode  von  Jacotot.  Berlin,  1836. 

The  first  of  the  above  works  has  been  translated  into  German 
(Krieger).  These  and  other  German  works,  and  the  able  and  copious 
exposition  of  his  principles  by  Joseph  Payne,  have  made  Jacotot  more 
respected  in  other  lands  than  in  France. 


26  PEDAGOGICAL  LITERATURE. 

31.  Jahn,  F.  L.     1778-1852.    Deutsch  Turnkunst.     Berlin,  1818. 

Translated  in  English,  under  the  title,  A  Treatise  on  Gymnas- 
ticks,  by  Charles  Beck.    Northampton,  Mass.,  1828. 

F.  L.  Jahn,  sein  Leben  und  Wirken.     W.  C.  Schram.    pp.  63. 
Wien,  1878. 

A  memorial  paper  on  the  celebration  of  Jahn's  hundredth  birth- 
day, with  selections  from  his  works  in  appendix. 

32.  Jesuits.     Constitutions  1559,  and  Ratio  Studiorum,  1599. 

33.  Kant.     1774-1804.     Ueber  Padagogik,  best  edition  by  Theo- 
dore Vogt.     Langensalza,  1878. 

34.  Lacroix.     Essais  sur  1'enseignement.     Paris,  1805. 

A  representative  expression  of  the  educational  ideas  of  the  Con- 
vention. 

35.  Lancaster,  Joseph.     1778-1838.     The  British  System  of  Edu- 

cation :  being  a  complete  epitome  of  the  improvements  and 
inventions  practised  at  the  royal  free  schools,  Borough-road, 
Southwark.  pp.  67.  London,  1810. 

Also  his  Improvements  in  Education. 

36.  Lessing,  G.  E.  The  Education  of  the  Human  Race.  (Translated 
by  F.  W.  Robertson.     8vo.     London.) 

Best  English  edition. 

« 

37.  Locke,  J.     1632-1704.     Some  Thoughts  concerning  Education. 

New  York,  1864. 

Locke's  Conduct  of  the  Understanding.     Fowler,  T.     pp.  136. 
Oxford,  1881. 

The  best  edition. 

38.  Luther,   Martin.     1483-1546.     Luther's   Padagogik,    Gedike. 

Berlin,  1792. 

His  thoughts  on  education  and  schools,  extracted  from  his  works. 
See  also  J.  Schiller,  Luther's  Kinderzucht.    Frankfurt  a.  M.,  1854. 


STANDARD    WRITERS.  27 

39.  Melancthon,  Philip.     1497-1500.     Evangelische  Kirchen- u. 
Schulordnung  von  Jahre  1578,  von  K.  Weber,  1844. 

Melancthon's  Leben  und  ausgewahlte  Schriften.  P.  Schmidt. 
Elberfeld,  1861. 

Philip  Melancthon,  der  Lehrer  Deutschlands,  ein  Lebensbild. 
Heppe,  1860. 

40.  Milton,  J.     1608-1674.    A  Treatise  of  Education. 

41.  Montaigne,  Michel  de.     1533-1592.     Les  essays  de  Michel 

Seigneur  Montaigne,  avec  des  notes  par  Pierre  Ceste.     Paris, 
1725. 

Many  editions.  German  translations  by  Bode,  English  by  Cotton. 
London,  1711.  See  especially  chapters  on  the  education  of  children, 
pedantry,  the  affection  of  fathers  to  their  children. 

42.  Naville.     1784-1846.     De  1'education  publique.     Paris,  1832. 

43.  Necker,  Madame.     Education   progressive.     3  torn.     Paris, 

1836-38. 

44.  Pestalozzi,  J.  H.    1746-1824.    Pestalozzi's  Sammtliche  Werke, 
von  L.  W.  Seyffarth.     16  vols.     Brandenburg,  1869-73. 

The  standard  German  edition ;  but  there  have  been  many  other 
editions  of  single  works.  See  also 

Die  Piidagogik  Johann  Heinrich  Pestalozzi's.  Wortgetreue 
Ausziigen  aus  seinem  Werken.  A.  Vogel.  pp.  137. 
Bernburg,  1882. 

Pestalozzi,  sa  vie,  ses  oeuvres,  ses  me'thodes  d'instruction  et 
d'education.  A.  Cochin,  pp.  145.  Paris,  1880. 

Leonard  and  Gertrude.  Translated  by  Eva  Channing.  In- 
troduction by  G.  Stanley  Hall.  pp.  181.  Boston, 

1885. 

An  admirable  attempt  to  condense  the  substance  of  several  vol- 
umes of  the  most  important  works  of  the  author  into  one  small  book. 


28  PEDAGOGICAL   LITERATURE. 

Pestalozzi  and  Pestalozzianism.  Life,  Educational  Principles, 
and  Methods  of  John  Henry  Pestalozzi,  with  biographi- 
cal sketches  of  several  of  his  assistants  and  disciples. 
H.  Barnard.  New  York,  1862. 

A  collection  into  one  volume  of  the  matter  in  Barnard's  Journal 
of  Education  on  Pestalozzi,  including  much  translation  from  his  works. 

Pestalozzi.     Biber.    pp.  463.     London,  1831. 
Pestalozzi :   his  Life,  Work,  and  Influence.    Kriisi,  Hermann, 
pp.  248.     New  York,  1875. 

45.  Frangois   Rabelais   und   seiri  Traite  d'education  mit  beson- 

derer  Beriicksichtigung  der  padagogische  Grundsatze  Mon- 
taigne's, Locke's,  und  Rousseau's.  Arnstadt,  F.  A.  pp.  295. 
Leipzig,  1872. 

46.  Ration,  W.     1571-1635.     Ratichius  oder  Radtke  im  Lichte 
seiner  Zeit;    Krause.     Leipzig,    1872.     Also    Radtke,    Stb'rl. 
Leipzig,  1872. 

Die  achte  Methode  W.  Ratke's.  Schumann,  I.  C.  G.  Han- 
nover, 1876. 

47.  Richter,  J.  P.  F.     Levana;  or,  the  Doctrine  of  Education,     pp. 
413.     London,  1876.     Also  Boston,  1863. 

J.  P.  Fr.  Richter  als  Piidagoge,  nebst  einer  Auswahl  padago- 
gisches  Kernstelten.  G.  Wirth.  Brandenburg,  1863. 

48.  Rollin.     De  la  maniere  d'enseigner  et  d'etudier  les  belles-lettres 

par  rapport  a  1'esprit  et  au  coeur.     4  torn.     1726-1728. 

A  valuable  and  detailed  exposition  of  methods  of  teaching  then 
in  use,  by  departments  or  subjects,  one  book  being  devoted  to  the 
interior  government  of  educational  institutions. 

49.  Rousseau,  J.  J.    1712-1778.    fimil;  ou,  sur  1'education.    Paris, 

1762. 

Several  English  translations,  but  see  as  especially  convenient  for 
teachers 

Emile;  or,  concerning  Education,     pp.  157.     Boston,  1885. 

Translated  in  extracts,  with  introduction  and  notes  by  Jules 
Steeg.  See  also  Rousseau  and  Pestalozzi,  der  idealismus  auf  deut- 
schem  u.  franzosischem  Boden,  von  Dr.  II.  Schneider.  1806. 


STANDARD   WRITERS.  29 

50.  Sailer,   J.   M.     1751-1872.      Ueber  Erziehung  fur  Erzieher. 

Sulzbach,  1870. 

51.  Salzmann,  C.  G.     1744-1811.     Schriften.     12   Bds.     Stutt- 
gart, 1845-46. 

See  especially  Krebsbuchlein,  noch  etwaa  iiber  Erziehung,  Ameis- 
enbiichlein,  und  Ueber  der  wirksamsten  Mittel  Kinder  Religion  beizu- 
briugeu. 

52.  Frangois  del  Sarte.     Life  and  Theories.     Arnaud.     pp.  258. 

Paris,  1882. 

See  also  Delaumosne's  work  on  Del  Sarte.  Translated.  Albany, 
1882. 

53.  Schleiermacher.     1778-1834.     Padagogische  Schriften,  von 
C.  Platz.     Langensalza,  1876. 

Die  Idee  der  Volksschule  nach  den  Schriften  Dr.  F.  Schleier- 
macher's.     T.  Eisenlohr.     Stuttgart,  1869. 

A  convenient  but  diffusely  written  digest.  See  also  Dilthey's 
Leben  Schleiermachers.  Berlin,  1870. 

54.  SchWartz,  F.  H.     1766-1837.     Padagogische  Werke.     Leip- 
zig, 1829-37. 

55.  Spurzheim.     Education.      Translated  by  S.  R.  Wells,      pp. 
334.     New  York,  1847. 

56.  Stow,  D.     The  Training  System  in  Glasgow,     pp.  569.     Lon- 
don, 1859. 

57.  Die  Padagogik  des  Johannes  Sturm.     E.  Laas.    pp.  125.    Ber- 
lin, 1872. 

The  best  historical  and  critical  treatise  on  the  subject  up  to  date. 

58.  Vives,  J.  L.     Ausgewiihlte    padagogische    Schiften.      By   R. 

Heine,     pp.  64,  424.     Leipzig,  1881. 

59.  Watts,  I.     The  Improvement  of  the  Mind. 


30  PEDAGOGICAL    LITERATURE. 

GO.  Wilderspin.     System  of  Education,     pp.  487.     London,  1870. 

Infant  Education.     How  to  educate  the  children  of  the  poor  up 
to  the  age  of  seven,    pp.  183.     London,  1875. 

4 

Of  many  of  the  above  works,  there  are,  of  course,  many  editions.  The 
one  designated  is  thought  to  be,  if  not  the  best,  as  convenient  as  any. 

III.    CHRESTOMATHIES  FROM  STANDARD  EDUCATIONAL 
AUTHORS* 

1.  Beyer,  H.     Bibliothek   padagogischer   Classiker.     Sammlung 

der  bedeutendsten  padagogischen  Schriften  alterer  Schulniau- 
ner  u.  Gelehrteii  neu  hecausgegeben  von  F.  Mann. 

2.  Friedemann,  P.  T.     Paranesen.     6  vols.     1845. 

3.  Kellner,  L.     Erziehungsgeschichte  in  SkizzenundBilden.   3  Bd. 

pp.  408,  335,  316.     Essen,  1880. 

A  good  anthology  from  works  of  leading  writers  from  the  earliest 
times  down  to  the  present. 

4.  Richter,  K.     Padagogische   Bibliothek.     Eine   Sammlung  der 

wichtigsten  padagogischen  Schriften  alterer  und  neuerer  Zeit. 
Leipzig,  1878-1881. 

I.  Pestalozzi.  "Wie  Gertrud  ihre  Kinder  lehrt. 

II.  Salzmann.  Xoch  etwas  iiber  die  Erziehung. 

III.  Comenius.  Grosse  Unterrichtslehre. 

IV.  Montaigne.  Ansichten  iiber  die  Erziehung  der  Kinder. 

V    ) 

'  '[•  Francke.     Schriften  iiber  Erziehung  und  Unterricht. 
VI.    ) 

VII.  Pestalozzi.     Leonhard  und  Gertrud. 
VIII.  J.  J.  Rousseau.     Emil,  oder  Ueber  die  Erziehung. 
IX.  John  Locke.     Einige  Gedanken  iiber  Erziehung. 
X.  I.  Kant.     Ueber  Padagogik. 
XI.  Comenius.     Ausgewahlte  Schriften. 
XII.  J.  H.  Campe.     Theophron. 

XIII.  J.    F.    Herbart.      Allgemeine   Padagogik   und   Umriss 
padagogischer  Vorlesungen. 


STANDARD   WRITERS.  31 

XIV.  J.  F.  Herbart.     Kleinere  padagogische  Schriften.     Re- 
den  und  Abhandlungen. 
XV.  C.  G.  Salzinann.     Krebsbiichlein. 
XVI.  J.  L.  Vives.     Ausgewahlte  padagogische  Schriften. 

Most  comprehensive  of  all. 

5.  Schtttze,  H.    Auslese  ana  den  Wirken  beriihmter  Lehrer  und 

Padagogeii  des  Mittelalters.     Giitersloh,  1879. 

Brief;  especially  Alcuin,  Rabanus  Maurus,  John  Gerson. 

6.  Schumann,  I.  C.  Q.     Padagogische  Chrestomathie.     Eine  Aus- 

wahl  aus  den  padagogischen  Meisterwerken  aller  Zeiten  f iir  die 
padagogische  Privatlektiire.  5  Bd.  Hannover,  1878-80. 

7.  Sperber,  E.      Padagogische   Lesestiicke   aus   den  wichtigsten 

Schriften  der  padagogischen  Classiker.  Als  Unterlage  fur 
den  Unterricht  in  der  Geschichte  der  Padagogik  und  zur  For- 
derung  der  Privatlekture  fiir  evangelische  Seminare  unter 
Mitwirkuug  des  Herrn  Regierungs-Rath.  Fr.  Schultz.  4 
Hefte.  pp.  232,  236,' 288,  246.  Giitersloh,  1878-79. 

The  best  of  its  size. 

One  of  these  comprehensive  works  is  very  serviceable  for  reference, 
and  for  small  libraries,  and  for  normal  schools. 


32  PEDAGOGICAL   LITERATURE. 

IX. 

HISTORIES  OF  SPECIAL  EDUCATIONAL  INSTITUTIONS, 
a.   AMERICA. 

Alcott. 

1.  [Alcott's]  School,  Record  of  a.     Alcott,  B.    pp.  206.     Boston, 

1835. 

An  unique  attempt  to  make  children  philosophize. 

Amherst. 

2.  Amherst,  Historical  Sketch  of.     Farmer,  J.     pp.  29.     (N.  H. 

Hist.  Soc.  Coll.,  v.  5.) 

History  of   Amherst  College  during  the   First   Half-Century 
(1821-71).     W.  S.  Tyler.     Springfield,  1873. 

Reminiscences   of  Amherst   College,  by  Edward   Hitchcock. 
Northampton,  Mass.,  1871. 

See  also  Student  Life  at  Amherst.    Amherst,  1871. 

Antioch. 

3.  History  of  the  Rise  and  Difficulties  and  Supervision  of  Antioch 

College.    J.  W.  Allen.     Columbus,  Ohio,  1858. 

See  also  E.  Fay's  Rejoinder.    Cincinnati,  1859. 

Berea. 

4.  Berea   College.     An   Interesting   History.      Approved   by  the 

Presidential  Committee.     Cincinnati,  1875. 

Boston. 

5.  Boston  Latin  School,     pp.  32.     (Am.  Jour,  of  Ed.,  v.  12, 1862.) 

Boston  Latin  School:  an  Oration  on  250th  Anniversary,  by 
Phillips  Brooks,     pp.  77.     Boston,  1885. 


SPECIAL  EDUCATIONAL  INSTITUTIONS.  33 

Bowdoin. 

Q.  Bowdoin   College,   History  of,   with  Biographical    Sketches. 
1806-1879.     Cleveland  and  Packard.     Boston,  1882. 

Brown. 

7.  Brown  University,  Life  and  Times  of  Jas.  Manning,  and  Early 

History  of.     Guild,  R.  A.     Boston,  1864. 

Brown  University  in  the  Civil  War.  Bursage,  H.  S.  Provi- 
dence, 1868. 

Sketch  of  the  History  and  Present  Organization  of  Brown 
University.  Providence,  1861. 

Cf.  also  the  life  of  F.  Wayland,  by  his  sons. 

California. 

8.  California,  University  of.     Annual  Report  of  the  Sec.  to  the 

Board  of  Regents  (1883).     Sacramento,  1883. 

Columbia. 

9.  Columbia  College,  Statutes  of,  with  an  Historical  Sketch.     New 

York,  1836.        . 

Columbia  College,  Historical  Sketches  of.  Moor,  N.  F.  pp. 
146.  New  York,  1846. 

Columbia  College,  in  the  City  of  New  York,  An  Historical 
Sketch  of.  1754-1876.  By  J.  Howard  Van  Amringel. 
pp.  2243.  Printed  for  the  College,  1876. 

Cornell. 

10.  Cornell  University.     White,  A.  D.  (in  Spencer,  A.,  Scenery  of 
Ithaca,  1866). 

See  also  Cornell  Univ.  Hart,  J.  M.  pp.  7  (Scribner's  Monthly, 
v.  6.  1873).  —  Cornell  Univ.,  Laws  and  Documents  relating  to.  Ithaca, 
1870. — Cornell  Univ.,  The  youngest  Anglo-Saxon  Univ.  Hughes,  F. 
pp.  9  (Macmillan's  Mag.,  v.  22.  1870). 


34  PEDAGOGICAL  LITERATURE. 

Dartmouth. 

11.  Dartmouth  and  Moors'  Charity  School,  Sketches  of  the  History 
of.     (J.  Wheelock(?),  1779-1815.) 

Dartmouth  College,  First  Half-Century  at.    Crosby,  N.    1876. 

Dartmouth  College,  History  of.     Smith,  B.  P.     pp.  474.     Bos- 
ton, 1878. 

See  also  Brief  Narrative  of  the  Indian  School  founded  at  Lebanon. 
Wheelock,  E.  2d  ed.  London,  1766.  And  Continuation  of  Narrative 
of  Indian  School  now  incorporated  with  Dartmouth  College.  Hart- 
ford, 1775.  Also  the  Dartmouth  Causes,  and  the  Supreme  Court.  J. 
M.  Shirley.  St.  Louis,  1879. 

Exeter. 

12.  Exeter.     Familiar  Sketches  of  the  Phillips  Exeter  Academy 

and  Surroundings.     Cunningham,  F.  H.     Boston,  1883. 

An  Historical   Sketch  of  Phillips   Exeter  Academy.     C.  H. 
Bell.    Exeter,  1883. 

Girard. 

13.  Girard  College  for  Orphans,  A  Contribution  and  Plan  of  Edu- 
cation for.     Lieber,  F.     pp.  227.     Philadelphia,  1837. 

Girard  College  and  its  Founder.     Arey,  H.  W.     Philadelphia, 
1853. 

Hamilton. 

14.  Hamilton  College.     Memorial  Semi-Centennial  Celebration  of 
the  Founding  of.     Utica,  1852. 

Hampton. 

15.  Hampton  and  its  Students.     Armstrong  and  Ludlow.     1874. 

See  also  Hampton  Normal  and  Agricultural  Institute.  Ludlow, 
H.  W.  pp.  14.  (Harper's  Mag.,  v.  47.  1873.) 

The  eighteenth  Annual  Report,  1886,  contains  a  very  full  account 
of  the  Institution. 


SPECIAL   EDUCATIONAL   INSTITUTIONS.  35 

Harvard. 

16.  Harvard.     Some  Account  of  the  Medical  School  in  Boston, 
and  of  the  Mass.  General  Hospital.     Boston,  1824. 

Harvard  University,  A  History  of.     1637-1776.     Pierce,  Benj. 
1833. 

Harvard  University,  The  History  of.    Quincy,  Josiah.     2  vols. 
pp.  612,  728.     Cambridge,  1840. 

Harvard  College,  A  Sketch  of  the  History  of.     Eliot,  S.  A. 

1878. 

Harvard  College,  Sal  Gentium,  the  History  of.     Mather,  C. 
pp.  174  (in  his  Magnalia,  v.  2,  1855). 

Harvard  Memorial  Biographies  (Edited  by  Higginson,  T.  W.). 
2  vols.     Cambridge,  1867. 

Harvard  University,  Biographical  Sketches  of  Graduates  of. 
(1647-1858.)     J.  L.  Sibley.     1873. 

Harvard  Book,  The.    2  vols.     Cambridge,  1875. 
Harvard  and  its  Surroundings.     King,  M.     1878. 

Harvard  Register,  The.     King,  M.     An  illustrated  monthly. 
Vols.  I.  II.  III.     1880-81. 

Contains  much  historical  matter.  It  also  contains  notices  of  the 
following  preparatory  schools:  Boston  Latin,  Chauncy  Hall,  Cam- 
bridge High,  Lawrence  High,  Phillips  Andover,  Phillips  Exeter,  Pink- 
erton  Acad.,  Roxbury  Latin. 

See  also  Harvard  Coll.,  Theological  School  in.  Austin,  J.  F. 
pp.  32  (Chr.  Exam.,  v.  10.  1831) .— Harvard  Univ.,  Members  of  the 
Graduates  of  (1642-46).  Farmer,  J.  pp.  45  (N.  H.  Hist.  Soc.  Coll., 
v.  4.  1834).  — Harvard  Coll.  Palfrey,  J.  G.  pp.  35  (Chr.  Exam.,  v. 
17.  1835).  — Harvard  Coll.  Sectarianism.  Gannett,  E.  S.  (Chr.  Exam., 
v.  39.  1845).  — Harvard  Coll.,  History  of.  Ellis,  G.  E.  pp.  21  (Chr. 
Exam.,  v.  45.  1848).  —Harvard  Coll.,  Necrology  of  Alumni  of  (1851- 
63).  Palmer,  J.  1864.  —  Cambridge  Divinity  School.  Allen,  J.  H. 
pp.  26  (Chr.  Exam.,  v.  83.  1867).  — Harvard  Coll.  (1786-87).  Adams, 
H.  pp.  38  (N.  Amer.  Rev.,  v.114.  1872) .  — Harvard  Univ.  Scudder, 


86  PEDAGOGICAL    LITERATURE. 

H.  E.  pp.  23  (Scribner's  Monthly,  v.  12.  1870).  — Law  School,  Char- 
acter and  History  of.  Sumner,  C.  pp.  1G  (Works,  v.  2.  pp.  377). — 
And  address  of  O.  W.  Holmes  at  the  opening  of  the  Harvard  Medical 
School.  See  still  fuller  list  of  publications  on  the  University,  in  Jus- 
tin Winsor's  Bibliographical  Contributions,  No.  21. 

Heidelberg. 

17.  Heidelberg  College.     Tiffin,  Ohio.     Williard. 

Hopkins. 

18.  Hopkins  Grammar  School.     New  Haven. 

Jefferson. 

19.  Jefferson   Medical    College    of    Philadelphia,   A   History  of. 

Gayley,  J.  F.     pp.  59.     Philadelphia,  1858. 

Jefferson,  History  of.     Smith,  J. 

Lafayette. 

20.  Lafayette  College,  Historical  Sketch  of,  with  an  Account  of 

its  present  Organization  and  Course  of  Study.  Owen,  W.  B. 
Easton,  1876. 

Log  College. 

21.  Log  College,  Biographical  Sketches  of  the  Founder  and  Prin- 
cipal Alumni  of  the.     Alexander,  A.     pp.  279.     Philadelphia, 
1851. 

A  novel  institution  founded  by  Win.  Tennent,  twenty  miles  north 
Philadelphia,  in  1739.    The  germ  of  Princeton. 

Madison. 

22.  Madison  University,  the   First  Half-Century  of  (1819-69). 

New  York,  1872. 

Marietta  (Ohio). 

23.  Marietta   College,   Historical   Sketch  of.      Andrews,  J.   W. 

Cincinnati,  1876. 

The  author  was  long  its  president. 


SPECIAL   EDUCATIONAL   INSTITUTIONS.  S7 

Michigan. 

24.  Michigan,  History  of    the    University  of.      Farrand,  E.  M. 
pp.  300.     Ann  Arbor,  1885. 

See  also  Michigan,  Univ.  of.  Tyler,  M.  C.  (Scrib.  Monthly,  Feb., 
1876.)  Also  a  particular  account  of  the  University  of  Michigan  in 
Andrew  Ten  Brook's  American  State  Universities.  Cincinnati,  1875. 

Naval  Academy,  U.S.A. 

25.  Naval  Academy,  History  of  the  U.  S.     Marshall,  E.  C.     New 

York,  18G2. 

Naval  Academy,  Historical  Sketches'of  the  U.  S.     Soley,  J.  R. 
pp.  348.     Washington,  1876. 

Oberlin. 

26.  Oberlin  College,  its  Origin,  Progress,  and  Results.     Fairchild, 
J.  H.     Oberlin,  1860. 

Oberlin,  History  of.     Smith,  D. 

Ohio. 

27.  Ohio  University,  History  of.     Walker,  C.  M.  (in  his  History  of 

Athens  County,  1869). 

Ohio  University,  Legal  History  of  the.    Anon.    Athens,  Ohio. 

Pennsylvania. 

28.  Pennsylvania,  Account  of  the  College,  Academy,  and  Charita- 
ble School  of  Philadelphia.     1763. 

F.  Leiber.     Suggestions  for  Girard  College.     Vol.  II.  of  his 
Miscellaneous  Papers,     pp.  497-575. 

Also  Stille's  Life  of  William  Smith,  the  first  Provost  of  the  Univer- 
sity of  Pennsylvania. 


38  PEDAGOGICAL   LITERATURE. 

Life  and  Correspondence  of  Rev.  William  Smith.  2  vols.  By 
his  great-grandson,  H.  W.  Smith.  Philadelphia,  1879. 

Illustrations  of  the  time  when  Philadelphia  seemed  about  to  become 
one  of  the  chief  educational  centres  of  the  country. 

Also  a  forthcoming  History  of  the  University  of  Pennsylvania,  by 
T.  H.  Montgomery. 

Princeton. 

29.  Princeton.     An  Account  of  the  College  of  New  Jersey.    Blair, 
S.    pp.  47.    Woodbridge,  N.  J.,  1764. 

Princeton.  Historical  Sketch  of  the  College.  Green,  A.  (pp. 
280-405  of  his  Discourses.  Philadelphia,  1822). 

Princeton.  History  of  the  College  of  New  Jersey,  from  its 
Origin  in  1746  to  the  Commencement  of  1854.  Mac- 
lean, J.  2  vols.  pp.  414,  450.  Philadelphia,  1871. 

Princeton  College  during  the  Eighteenth  Century.  Alexander, 
A.  D.  pp.  326.  New  York,  1872. 

A  collection  of  sketches  of  individuals. 

Princeton,  History  of,  and  of  its  Institutions.  Hageman, 
J.  F.  2  vols.  1879. 

Princeton  Book,  The.     Boston,  1879. 

Princeton.  Jonathan  Dickinson  and  the  College  of  New 
Jersey:  an  Historical  Discourse.  Cameron,  H.  C.  pp. 
37.  Princeton,  1880. 


Round  Hill)  Mass. 

30.  Round  Hill,  Mass.  See  Life  of  J.  G.  Coggswell,  as  sketched 
in  his  letters.  Privately  printed  at  the  Riverside  Press,  Cam- 
bridge, 1874.  By  A.  E.  Ticknor.  222  copies  only. 

This  volume  shows  that  the  innovations  at  this  remarkable  institu- 
tion were  the  result  of  careful  study  of  the  best  of  foreign  educational 
establishments. 


SPECIAL   EDUCATIONAL   INSTITUTIONS.  39 

Roxbury. 

31.  Roacbury,  History  of  the  Grammar  School  in.     Dillaway,  C.  K. 

Roxbury,  1860. 

South  Carolina. 

32.  South  Carolina  College,  History  of  the.     Laborde,  M.     pp. 

596.     Charleston,  1874. 

Swathmore. 

33.  Swathmore  College,  Essay  on  Education  in  the  Society  of 

Friends,  with  an  Account  of  the  Proceedings  on  laying  the 
Corner-Stone  of.     Parrish,  E.     Philadelphia,  1868. 

Vassar. 

34.  Vassar   College   and   its   Founder.     Lossing,  B.  J.     pp.  175. 
New  York,  1867. 

Vassar  College.     Avery. 

See  also  Vassar  College,  a  College  for  Women ;  a  Sketch  of  its 
Foundation  and  Aims.  Raymond,  J.  H.  New  York,  1873. 

Vermont. 

35.  Vermont    College.     Historical    Discourse :    an   Address    by 

Spalding,  J.  R.     Burlington,  1854. 
A  semi-centennial  address. 

Virginia. 

36.  Virginia,  Early  History  of  the  University  of.  Jefferson,  Thomas, 
and  Cabell,  J.  C.     pp.  522.     Richmond,  1856. 

With  Jefferson's  Bill  for  a  Complete  System  of  Education  ap- 
pended. A  work  of  great  historical  value,  showing  how  profoundly 
educational  problems  were  then  considered.  See  also  Virginia,  Univ. 
of.  De  Vere,  Schele  (Harper's  Mag.  v.  44.  p.  815).  Also,  a  Sketch 
of  the  University  of  Virginia.  Richmond,  1885.  Also,  Students  of  the 
University  of  Virginia.  By  Nash.  1878.  And  University  Memorial : 
Biographical  Sketches  of  Alumni  who  fell  in  the  Confederate  War. 
Johnson,  J.  L. 


40  PEDAGOGICAL  LITERATURE. 

West  Point. 

37.  West  Point,  Biographical  Sketches  of  Graduates  of.     Cullum. 
2  vols.     New  York,  1868. 

West  Point,  History  of.     Boynton,  E.  C.    New  York,  1870. 

William  and  Mary. 

38.  William  and  Mary,  The  History  of  the  College  of,  from  its 

Foundation  (1660-1874).     Anpu.    pp.  183.    Richmond,  1874. 

Williams. 

39.  Williams  College,  A  History  of.     Durfee,  C.    pp.  432.     Bos- 
ton, 1869. 

Winchester. 

40.  Winchester  College.    Adams. 

Wisconsin. 

41.  Wisconsin,  Historical  Sketches  of  the  Colleges  of.     Chapin, 
A.  L.    pp.  120.    Madison,  1876. 

Wisconsin,  Historical  Sketch  of  the  University  of.   1849-1876. 
Madison,  1876. 

Yale. 

42.  Yale  College,  Annals  of.     Clap,  T.     1766. 

Yale  College,  Sketch  of  the  History  of.    Kingsley,  J.  L.   1835. 
Yale  College,  Annals  of.     Baldwin,  E.  W.     1838. 

Yale  College,  Historical  Discourse  before  the  Graduates  of. 
Woolsey,  T.  D.     New  Haven,  1850. 

Yale,  Four  Years  at.    Bagg,  L.  H.     1871. 

Yale  and  the  City  of  Elms.    Decrow,  W.  E.    1882. 


SPECIAL  EDUCATIONAL   INSTITUTIONS.  41 

Yale  College,  Biographical  Sketches  of  the  Graduates  of,  with 
Annals  of  the  College  History  (1701-1745).  Dexter, 
F.  B.  pp.  788.  New  York,  1885. 

Yale  Life,  Sketches  of.     Porter,  J.  A.     Washington,  1886. 
Yale  Literary  Magazine. 

Begun  in  1&J6.     Contains  much  matter  of  historical  interest. 

Yale  Book,  The. 

See  also  Anonymous  Sketches  of  Yale  College,  with  70  illustra- 
tions. 1843.  Cf.  also  the  series  of  articles  on  American  Colleges,  in 
late  numbers  of  the  Century  Magazine. 

In  General. 

43.  American  Schools  and  Colleges,  A  Visit  to.     Blake,  Sarah  J. 
London,  1875. 

44.  American    State    Universities,   their  Origin    and    Progress. 
Brook,  Ten. 

See  also  Harvard  and  Yale  Universities.  Towle,  G.  M.  15  pp. 
(Fortnightly  Rev.,  v.  2.  1867).  And  The  College  Book.  By  Richard- 
son, C.  F.,  and  Clark,  H.  A.  Boston,  1878. 

Probably  no  part  of  this  bibliography  is  more  incomplete  and  unsatis- 
factory than  the  above  section.  A  fuller  and  independent  bibliography  on 
the  history  and  present  state  of  education  in  America  is  contemplated. 
A  history  of  educational  institutions  in  this  country  is  greatly  needed.  The 
field  is  very  rich  and  almost  unknown.  No  comprehensive  history  what- 
ever exists. 

b.  GREAT  BRITAIN. 

Cambridge. 

1,  Cambridge,  The  Privileges  of   the  University  of.     Dyer,  G. 
2  vols.    pp.  630,  200.     London,  1824. 

With  much  incidental  matter  on  history,  antiquity,  literature,  and 
biography. 


42  PEDAGOGICAL   LITERATURE. 

Cambridge,  The  History  of  the  University  of,  and  of  Waltham 
Abbey.  Fuller,  T.  pp.  688.  London,  1840. 

Illustrated. 

Wood,  A.  A.  Athenae  Oxoniensis.  An  exact  History  of  the 
Writers  and  Bishops  who  had  been  there  educated. 
4  vols.  quarto.  London,  1813. 

A  vast  mine  of  material. 

Bernard,  Montigue.     Pass  and  Class.     Oxford. 

An  excellent  illustration  of  the  way  Oxford  trains  boys. 

Ackermann,  R.  Oxford  and  Cambridge.  1814-16.  Five 
quarto  volumes.  Elegantly  illustrated. 

Cambridge,  Reminiscences  of  the  University,  Town,  and 
County  of,  from  the  Year  1780.  Gunning,  H.  2  vols. 
London,  1854. 

Cambridge,  Of  a  Liberal  Education  in  General,  and  with 
Particular  Reference  to  the  Leading  Studies  of  the 
University  of.  Whewell,  W.  3  parts.  1850.  S 

Part        I.  Principles  and  Recent  History,    pp.  236.     1850. 
"         II.  Dissensions  and  Changes,     pp.  144. 
III.  Revised  Statutes,     pp.  100. 

Cambridge,  Memorials  of.  Cooper,  C.  H.  3  vols.  pp.  403, 
393,  383.  Cambridge,  1860-66. 

A  work  full  of  dry  facts  and  fine  plates. 

Cambridge.  History  of  the  College  of  St.  John  the  Evange- 
list. Baker,  T.  2  parts,  pp.  554,  544-1235.  1869. 

The  best. 

Cambridge,  Memorials  of.  Views,  Historical  and  Descriptive 
Accounts  of  Colleges  and  Halls.  Leke,  W.  X.  2  vols. 
pp.  304,  288.  London,  1877. 


SPECIAL  EDUCATIONAL   INSTITUTIONS.  43 

Cambridge,  The  University  of.    Mullinger,  J.  B. 

Vol.  I.    From  the  earliest  times  to  the  Royal  Injunction  of 

1535.    pp.  686.     Cambridge,  1873. 
Vol.  II.    From  the  earliest  times  to  the  Accession  of  Charles 

the  First,    pp.  683.     1884. 

The  best,  fullest,  and  latest. 

Dublin. 

2.  Dublin,  History  of  the  University  of.     Taylor,  W.  B.  S.    pp. 

540.     London,  1845. 

Illustrated. 

Edinburgh. 

3.  Edinburgh,  The  Story  of  the  University  of,  during  the  First 

Three   Hundred  Years.     Grant,   A.     2  vols.     pp.  384,  510. 
London,  1884. 

Illustrated.    The  best.    See  a  charming  picture  of  life  here  in  the 
biography  of  E.  Forbes,  the  naturalist. 

Eton. 

4.  Eton  College,  Some  Account  of  the  Foundation  of,  and  of  the 

Past  and  Present  Condition  of  the  School.     Creasy,  E.  S.    pp. 
132.     London,  1848. 

Appendix  contains  many  examination  papers  of  that  date. 

Etoniana,  Ancient  and  Modern,  being  Notes  of  the  History 
and  Traditions  of  Eton  College.  Republished  from 
Blackwood's  Magazine,  with  additions.  12mo.  Lon- 
don, 1865. 

Eton  College,  A  History  of.  Lyte,  H.  C.  M.  pp.  519.  1440- 
1875.  London,  1875. 

Illustrated.    The  best. 
Eton,  A  Visit  to.     Morris,  M.  (Eng.  111.  Mag.).    Nov.,  1884. 


44  PEDAGOGICAL  LITERATURE. 

(hford. 

5.  Oxford,  Memorials  of.     Ingram,  J.    3  vols.     Oxford,  1837. 

Historical  sketch  and  description  of   each  college,  with  many 
illustrations. 

Oxford,  The  Historically  Received  Conception  of  the  Univer- 
sity, considered  with  Special  Reference  to.  Kirkpatrick, 
pp.  309.  London,  1857. 

Oxford,  Its  Social  and  Intellectual  Life,  with  Remarks  and 
Hints  on  Expenses,  the  Examinations,  the  Selection  of 
Books,  etc.  Stedman,  A.  M.  M.  London,  1878. 

Oxford  Movement,  Reminiscences  chiefly  of  the  Oriel  College 
and  the.  Mozley,  T.  Boston,  1882. 

Oxford,  Education  in ;  its  Methods,  its  Aids,  and  its  Rewards. 
Rogers,  J.  E.  T.  pp.  266.  London,  1871. 

Oxford,  The  Reorganization  of  the  University  of.  Goldwin 
Smith,  pp.  67.  Oxford,  1868. 

Oxford,  Pass  and  Class.     Montigue,  B. 
Oxoniensis  Athaenae.     Wood. 


Paisley  Grammar  School. 

6.  Paisley  Grammar  School,  The  History  of,  from  its  Origin  in 

1576.     Brown,  R.    pp.  609.    Paisley,  1875. 

Illustrated. 

In  General. 

7.  Schools  of  England,  The  Great.    Staunton,  H.    pp.  517.    Lon- 

don, 1865. 

Includes  foundation,  endowment,  discipline,  and  contains  many 
illustrations,  valuable  and  interesting.  See  also  Huber,  History  of 
English  Universities.  Taine. 


SPECIAL  EDUCATIONAL   INSTITUTIONS.  45 

c.   GERMANY. 

Berlin. 

1.  Berlin,   Die   Griindung  der   Koniglichen    Friedrich-Wilhehns- 

Universitat  zu.     Kope,  R.    pp.  300.     Berlin,  1860. 

With  an  appended  history. 

Berlin,  Geschichte  der  Friedrich  Werderschen   Gymnasiums 
zu.     Miiller,  A.  C.    pp.  156.     Berlin,  1881. 

Characterizes  the  institution  under  each  of  the  eighteen  rectors 
from  1G81-1«75. 

Bonn. 

2.  Bonn,  The  University  of ;  its  Rise,  Progress,  and  Present  State, 

with  a  Concise  Account  of  the  College  Life  of  his  Royal 
Highness,  Prince  Albert  of  Saxe-Coburg  and  Gotha.  Anon. 
By  a  Member  of  the  Middle  Temple,  pp.  247.  London,  1845. 

Bonn,  1'Universite"   de,  et  1'enseignement  superieur  en  Alle- 
magne.     Dreyfus-Brisac,  E.     pp.  291.     Paris,  1879. 

Clear  and  concise,  with  bibliography  appended. 

Erfurt. 

3.  Erfordia  liberata.    Motschmann,  J.  C.     11  Samlungen,  1729-37. 

Erfurt,  Die  Universitat,  in  ihrem  Verhaltniss  zu  dem  Human- 
ismus  und  der  Reformation.     Kampschilte,  1858. 

Frankfurt  (am  Main) . 

4.  Francofortensis,  Notitia  Univ.    Beckman.     1707. 

Freiburg. 

5.  Friburgiensis,  de  Origine  et  Institutione  Acad.,  in  opuscula  ad 

hist,  pertin.  1773.     Riegger,  Analecta  Acad.     Frib.,  1779. 

The  last  containing  only  documents. 


46  PEDAGOGICAL  LITEKATUEE. 

Freiburg,  Die  Universitat.     Anon.    pp.  128.     Freiburg,  1881. 
From  1852-1881. 

St.  Gall. 

6.  B.   Galli,   De  Casibus,   Ekkehard.      In  Vol.  I.  of  Goldasti's 

collection. 

Greifswald. 

7.  Greifswald,  Geschichte  der  Universitat.    Kosegarten.    2  Theile. 

1857. 

The  second  part  contains  only  documents. 

Heidelberg. 

8.  Heidelberg,  Geschichte  der  Universitat.    Hautz.    2  vols.    1862. 

The  only  comprehensive  one,  but  unsatisfactory. 

Innsbruck. 

9.  Inrisbruck,  Geschichte  der  Universitat  in.     Probst,  J.    pp.  411. 

Innsbruck,  1869. 

Koln. 

10.  Koln,  Versuch  einer  Geschichte  der  ehemaligen   Universitat 
und  der  Gymnasiums  der  Stadt.     Koln,  1833. 

Leipzig. 

11.  Leipzigs,  Urkundliche  Quellen  zur  Geschichte  der  Universitat. 

Zarncke. 

In  den  Abhandlungen  der  Sachsischen  Gesellschaft  der  Wis- 

senschaften.  2  vols.  pp.  509, 922.  1857. 
Acta  Rectorum  Univ.  Leipzigs  (1524-59).  1759. 
Statutem  Biicher  der  Universitat  Leipzigs.  1861. 

Mancbe  Wesentliche  Erganzung  im  Urkundenbuch  der  Uni- 
versitat Leipzigs  (1409-1555).  Striibel  (as  Bd.  11  der 
Codex  diplom.  Sax.  Reg.). 

Rich  material  not  yet  adequately  worked  up. 


SPECIAL   EDUCATIONAL   INSTITUTIONS.  47 

x 

Ludwig-Maximilians-Universitdt. 

12.  Ludwig-Maxilians-Univ.,  Geschichte  der,  in  Ingolstadt,  Lands- 
hut,  Miinchen,  zur  Festfeier  ihres  vierhundertjahrigen  Beste- 
hens.     Prantl,  C.    2  Bd.  758,  579.    Miinchen,  1872. 

Prague. 

13.  Pragensis,  Monumenta  historica  Universitatis.     7  vols.     Prag, 

1830-48. 

Vol.  I.  and  II.  contain  the  enactments  of  the  arts  faculty, 
from  1367-1585,  especially  the  promotions. 

Vol.  III.  contains  the  matriculation  book  of  the  Universitas 
iuristarum,  and  documents. 

Vol.  IV.,  the  statute  book  of  the  University  found  later. 

Prager  Universitat,  Geschichte  der.  Tomek,  W.  W.  pp.  377. 
Prag,  1849. 

Rinteln. 

14.  Rinteln,  Geschichte  der  Hessisch-Schaumburgischen  Univer- 
sitat.   Piderit,  F.  K.  T.    pp.  139.     Marburg,  1842. 

Rostock. 

15.  Rostock,  Die  Universitat,  im  15  u.  16  Jahrhundert.     Krabbe, 

1856. 

Tubingen. 

16.  Tubingen,  Geschichte  und  Beschreibung  der  Universitat.  Kliip- 
fel,  K.    pp.  531.     Tubingen,  1849. 

Mainly  historical.  See  also  Urkunden  zur  Geschichte  der  Univer- 
sitat Tubingen  aus  den  Jahren  1476-1550.  Tubingen,  1877.  Also  Hoff- 
mann, Oekonomischer  Zustand  der  Universitat  Tubingen  gegen  die 
Mitte  der  16  Jahrhunderts.  1845.  Contains  valuable  accounts  in 
detail  of  university  expense  and  income. 

Wien. 

17.  Wien,  Geschichte  der  Kaiserlichen  Universitat  zu.    Kink,  R. 
2  Bd.  636,  327,  624.    Wien,  1854. 

I.  2  and  II.  contain  original  documents. 


48  PEDAGOGICAL  LITERATURE. 

Wiener  Universitat,  Geschichte  der,  in  den  ersten  Jahrhunderte 

ihres  Bestehens.     Aschback,  J.  R.  von.    pp.638.   Wien, 

1865. 
Wiener  Universitat,  Die,  und  ihre  Humanisten  im  Zeitalter 

Kaiser  Maximilians  I.     Aschbach,  J.  R.  von.    pp.  467. 

Wien,  1877. 
Published  by  the  University. 

Wirzburg. 

18.  Wirzburg,  Geschichte  der  Universitat.     Wegele,  F.  X.    2  Th. 
pp.  308,  538.     Wirzburg,  1882. 

Wittenberg. 

19.  Wittenberg,  Annalen  der  Universitat  zu.     Grohrnann,  J.  C.  A. 

3  Th.     1801. 

In  General. 

20.  (Strasbourg,  Bonn,  et  Leipzig.)     Trois  universites  allemandes 
considerees  an  point  de  vue  de  I'enseignement  de  la  philologie 
classique.     Collard,  F.     pp.  357.     Louvain,  1879-82. 

Details  about  different  classical  authors'  methods  of  lecturing, 
and  seminary  work,  including  classical  archseology. 

21.  Wien,  Das  Lehrer-Pedagogium  der  Stadt.     Dittes,  F.    pp.  60. 
Wien,  1873. 

An  account  of  a  famous  institution,  by  its  rector. 

d.  FRANCE. 

Paris. 

1.  Paris,  Histoire  de  1'universite  de,  depuis  son  origine  jusqu'en 
Panned  1600.     Crevier.     7  vols.     Paris,  1761. 

Paris,  Histoire  de  1'universite  de.     Richomme,  C.    pp.  202. 
Paris,  1840. 

A  brief  conspectus,  extending  from  the  beginning  of  the  univer- 
sity to  the  close  of  the  last  century. 


SPECIAL   EDUCATIONAL    INSTITUTIONS.  49 

Paris,  Histoire  de  1'universite"  de.     Dubarle,*E.    2  vols.    pp. 
368,  380.     Paris,  1844. 

Paris,  De  1'organisation  de  1'enseignement  dans  1'universitc  de, 
au  moyen-age.     Thurot,  C.     pp.  213.     Paris,  1850. 

A  thesis  valuable  for  itself  and  for  literary  reference. 

Paris,  Historia  Univ.     Du  Boulay.     6  vols.     Paris,  18G6. 

A  vast  collection  of  material,  but  no  general  view,  and  without 
historic  arrangement. 

Paris,  Die  Universitiit,  und  die  Fremden  an  derselbpTi  im  Mit- 
telalter.     Budingsley,  A.     pp.  234.     Berlin,  1876. 

e.   MISCELLANEOUS. 

1.  Launoy.     De  Scholis  Celebrioribus. 

2.  Matzen.     Kjobenhavns  Universitats.     Kehlshestone,  1879. 

3.  Siegeenbeek,    M.      Geschiedenis    der    Leidsche    Hoogschool 

1575-1825.     2  vols.    pp.  448,  473.     Te  Leiden,  1829-32. 

4.  Vanderkindere,   L.      1834-1884.     L'universite   de   Bruxelles. 

pp.  216,  ccxviii.     Bruxelles,  1884. 

Historical  sketch. 

5.  Vischer,  W.     Geschichte  der  Universitat  Basel  bis  zur  Refor- 

mation.    1860. 

Cf.,  of  course,  the  histories  of  modern  education  and  the  section  on 
universities. 


50  PEDAGOGICAL   LITERATURE. 


GENERAL  SURVEYS  AND  SPECIAL  REPORTS  ON  THE 
PRESENT  STATE  OF  EDUCATIONAL  INSTITUTIONS. 

a.   UNITED  STATES. 

1.  Adams,  F.     The   Free   School   System  of  the   United  States. 

London. 

2.  American  Teachers.      2   vols.      Hartford.      From  Barnard's 

Journal  of  Education. 

See  also  historical  development  of  common  schools  and  endowed 
public  schools,  etc.,  of  Conn.,  from  his  Journal. 

3.  Baird,  Wm.  R.     American  College  Fraternities.      A  Descrip* 

tive  Analysis  of  the  Society  System  in  the  Colleges  of  the 
U.  S.  12rno.  pp.  212.  Philadelphia,  1879. 

4.  Benefactors  of  American  Education.     Hartford.     From  Bar- 

nard's Journal  of  Education. 

5.  Buisson,  T.     Rapport  sur  1'instruction  primaire  a  1'exposition 

universelle  de  Philadelphia,  presente  a  la  ministre  de  1'instruc- 
tion  publique.  Illustrated.  8vo.  Paris,  1878. 

Of  great  value,  by  the  chief  educational  representative  of  France 
at  the  Exposition  of  1876. 

6.  Buisson,  P.     French  Views  of  American  Schools.     Selections 

translated  from  the  above  Report,  pp.  55-75.  Annual  Report 
of  the  Board  of  Education  of  Connecticut.  New  Haven,  1879. 

7.  Doty,  D. ;  Harris,  W.  T.,  etc.     A  Statement  of  the  Theory  of 

Education  in  the  United  States  of  America  as  approved  by 
many  Leading  Educators,  pp.  22.  Washington,  Bureau  of 
Education,  1874. 


GENERAL   SURVEYS.  51 

8.  Evans,  C.  H.     Educational  Year-Book  and  Universal  Catalogue. 

Current  numbers. 

9.  Hammond,  C.  W.     New  England  Academies  and  Classical 

Schools.     Washington,  1868. 

10.  Kiddle,  H. ;  Schem,  A.  J.     The  Year-Book  of  Education  for 

1878.    pp.  420.     New  York. 

A  supplement  to  the  Cyclopedia  of  Education  of  the  same  authors. 
A  handy  book  of  general  reference. 

11.  Ladreyt,  M.  C.     L'instruction  publique  en  France,  et  les  e"coles 
americaines.     pp.  378.     Paris. 

Light  but  readable  notes  of  travel,  by  a  lady. 

12.  Lang's  Religion  and  Education  in  America. 

13.  Mann,  Horace.     Lectures  and  Annual  Reports  on  Education, 
pp.  571.    Boston,  1872. 

• 

A  convenient  collection  of  many  of  the  best  of  his  papers. 

14.  Nightingale,  A.  P.     A  Hand-Book  of  Requirements  for  Ad- 

mission to  the  Colleges  of  the  United  States,     pp.  61.    New 
York,  1879. 

In  tabular  form.  See  also  the  valuable  report  of  Prof.  West  on 
one  aspect  of  this  subject  in  Proceedings  of  Council  of  Education. 
1886. 

15.  Philbrick,  J.  D.     City  School  Systems  in  the  United  States. 
pp.207.    No.  1.    1885.     Circular  of  Information  of  the  Bureau 
of  Education,  Washington. 

A  comprehensive  and  valuable  study. 

16.  Porter,  N.     The  American  Colleges  and  the  American  Public. 

With  Afterthoughts  on  College  and  School  Education,     pp. 
403.    New  York,  1878. 


52  PEDAGOGICAL  LITERATURE. 

17.  Randall,  S.  S.     History  of  the  Common  School  System  of  the 

State  of  New  York.  pp.  477.  Ivisou,  Blakeman,  Taylor  & 
Co.,  New  York,  1871. 

18.  Russell,  A.  T.     History  of  the  Common  Schools  of  Florida, 
etc.     Tallahassee,  1884. 

19.  Richardson,  C.  F. ;  Clark,  H.     The  College  Book.    pp.  394. 

Boston,  1878. 

Twenty-four  of  the  older  American  colleges.  Much  the  fullest  on 
Harvard. 

20.  Schuricht,  Herrmann.     Geschichte  der  Deutschen  Schulbestr 
rebungen  in  Amerika.     pp.  149.     Leipzig,  1884. 

A  valuable  contribution  to  the  history  of  our  school  system.  Cf. 
Bodenstadt's  reiteration  of  Auerbach's  idea  of  the  need  of  a  German 
university  in  America  to  work  against  assumed  tendencies  among 
Germans  to  degenerate  here. 

2\.  Siljestrom,  P.  A.     The  Educational  Institutions  of  the  United 
States,  their  Character  and  Organization,     pp.  411.     1853. 

Translated  from  the  Swedish.    A  valuable  book  in  its  day. 

22.  Stockwell,  T.  B.     A  History  of  Public  Education  in  Rhode 
Island  from  1636  to  1876,  embracing  account  of  the  rise  and 
progress  of  the  present  school  system  of  the  State ;  the  various 
town  and  city  systems ;  together  with  sketches  of  Brown  Uni- 
versity, and   many  of  the  academies,  libraries,  and  literary 
associations  of  Khode  Island.    8vo.   pp.  458.    Providence,  1876. 

23.  Ten   Brook,  Andrew.      American    State   Universities,  their 

Origin  and  Progress.  A  history  of  congressional  university 
land  grants.  A  particular  account  of  the  rise  and  develop- 
ment of  the  University  of  Michigan,  and  hints  toward  the 
future  of  the  American  university  system.  8vo.  pp.  410. 
Cincinnati. 


GENERAL   SURVEYS.  53 

24.  Tenney,  E.  P.     The  New  West   as  related   to  the  Christian 

College,    pp.  106.     Cambridge,  1878. 

25.  Thwing,  C.  H.     American  Colleges;  their  Students  and  Work, 
pp.  159.     New  York,  1878. 

A  collection  of  interesting  popular  articles  on  morals,  religion, 
societies,  athletics,  journalism,  fellowship,  expenses. 

26.  Swett,  J.     History  of  the  Public  School  System  of  California, 
pp.  246.     San  Francisco,  1876. 

27.  Wayland,  F.     Thoughts  on  the  Present  Collegiate  System  in 
the  United  States,     pp.  160.     Boston,  1842. 

28.  Willard,   Samuel.      Brief    History  of    Early  Education  in 
Illinois.     In  Fifteenth  Report.     1883-84. 

29.  Whitford,  W.  C.    Historical  Sketch  of  Education  in  Wiscon- 
sin,   pp.  127.     Madison,  1876. 

See  the  proceedings  of  the  National  Council  of  Education,  and 
especially  the  Reports  of  the  Bureau  of  Education.  Also,  of  course, 
annual  reports  of  all  kinds,  city  handbooks  of  education. 

Many  city  and  state  school  reports  contain  chapters  of  recent  local 
educational  history  of  great  value,  and  much  literature  not  repeated  here 
is  found  under  many  other  headings.  See  particularly  IX.  a,  above.  See 
A.  D.  White's  Ein  Amerikauische  Studien  Leben.  Deutsch  Rundschau. 
Oct.,  1879.  Also  an  article  entitled  American  Schools,  London  Quarterly. 
April,  1886.  See  some  account  of  Bp.  Berkeley's  plan  of  a  Christian  uni- 
versity to  civilize  America,  in  his  Life  by  Frazer,  Ch.  IV.  See  E.  D.  Niell, 
The  University  and  College  of  Virginia,  containing  an  account  of  Patrick 
Copeland  and  the  original  plan  of  Henrico,  Va.  Also  Salmon,  Education  in 
Michigan  during  the  Territorial  Period.  Education.  Sept.,  1884.  Boese,  T., 
Public  Education  in  the  City  of  New  York:  its  history,  condition  and  sta- 
tistics. N. Y.,  1869.  Respecting  the  need  of  a  history,  the  same  maybe 
said  here  as  at  the  end  of  IX.  a. 


b.   GREAT  BRITAIN. 

1.  Adams.     The  Elementary  Education  Act,  with  Analysis.    1870. 

2.  Anon.     Our  Public  Schools,     pp.  373.     London,  1881. 


54  PEDAGOGICAL  LITERATURE. 

3.  Anon.     The  Public  Schools :  Winchester,  Westminster,  Shrews- 

bury, Harrow,  Rugby.     Notes  on  their  History  and  Traditions. 
pp.  414.    London,  1867. 

4.  Anon.     School  Life  at  Winchester  College.     London,  1870. 

Illustrated  and  interesting. 

5.  Arnold,  M.     A  French  Eton,  or  Middle  Class  Education  and 

the  State. 

6.  Barnard,  H.     English  Pedagogy,     pp.  464.     Philadelphia,  1866. 

A  volume  of  articles  on  this  subject  from  his  Journal. 

7.  Barnard,  H.     Secondary  Instruction  in  Scotland,     pp.  693-700. 

Vol.  23.     Am.  Journ.  of  Ed.     Hartford,  1873. 

8.  Barnard,  H.     Superior  Instruction  in  Scotland,     pp.  801-826. 

Vol.  24.     Barnard's  Am.  Journ.  of  Ed.     Hartford,  1873. 

9.  Bristed,  C.  A.     Five  Years  in  an  English  University,    pp.    572. 

New  York,  1874. 

Long  well  known  and  full  of  interesting  details. 

10.  Carteret-Bisson,  P.  S.  de.    Our  Schools  and  Colleges,    pp.  518. 
London,  1872. 

Prizes,  officers,  calender,  tuition,  etc.,  of  unsectarian  theological, 
military,  endowed,  proprietary,  and  middle-class  schools. 

11.  Demogeot,  J.    Montucci,  H.    De  Penseignement  secondaire  en 

Angleterre  et  en  Ecosse.      pp.  664.      Paris,  1868.     Su[  £rieur. 
pp.  733, 1870. 

Report  addressed  to  the  minister  of  public  instruction. 

12.  Everett,  W.     On  the  Cam.     Lectures  on  the  University  of 

Cambridge  in  England,     pp.  391.     Cambridge,  1867. 

Twelve  Lowell  Lectures  by  an  American  who  spent  four  years  in 
Cambridge  immediately  on  graduating  from  Harvard. 


GENERAL  SUltVEYS.  55 

13.  Fredericq,  P.     De  1'enseignement  supdrieur   de   1'histoirc   en 

Ecosse  et  en  Angleterre.  Notes  et  impressions  de  voyage, 
pp.  47.  Paris,  1885. 

Very  valuable,  by  a  Belgian  professor  of  history. 

14.  Fry,  Herbert.     Our  Schools  and  Colleges.     Giving  the  prin- 

cipal particulars  respecting  English  educational  institutions. 
12mo.  London,  1867. 

15.  Furnival,  Fr.  J.     Education  in  Early  England.     Some  Notes 

used  as  Forewords  to  a  Collection  of  Treatises  on  "  Manners 
and  Meals  in  Olden  Times,"  for  the  Early  English  Text 
Society.  Paper. 

16.  Hamilton  on  Popular  Education  in  England  and  Wales.    Jour- 
nal of  Statistical  Society,  1883.     pp.  283. 

17.  Hippeau.      L'instruction   publique   in   Angleterre.     pp.    138. 
Paris,  1872. 

18.  Jolly.     Die  neueren  Reformen  der  Englischer  Universitaten. 

Preus.  Jahrb.     1879. 

Valuable. 

19.  Marguerin  et  Mothere".     De  1'enseignement  des  classes  moy- 
ennes  et  des  classes  ouvrieres  en  Angleterre.    pp.  272.     Paris, 
1864. 

20.  Liversidge,  A.     Report  on  the  museums  of  technology,  science, 

and  art.  Also  upon  scientific  preferment,  and  technical  in- 
struction, and  systems  of  evening  classes  in  Great  Britain  and 
on  the  Continent  of  Europe.  Legislative  assembly  documents, 
Sidney,  New  South  Wales,  1880. 

Contains  much  very  compendious  information. 

21.  Fascoe,  C.  E.     A  Practical  Handbook  to  the  Principal  Schools 

of  England,     pp.  175.     London,  1877. 

Such  information  as  parents  and  guardians  might  desire  concern- 
ing over  forty  schools. 


56  PEDAGOGICAL  LITERATURE. 

22.  Report  entitled  General  Digest  of  Endowed  Charities. 

English  parliamentary  papers,  which  appeared  in  parts  from  1867 
to  1870.  This  constitutes  a  domesday-book  of  foundations  of  the 
greatest  value,  showing  a  total  income  of  2,200,000  pounds  (not  in- 
cluding newer  charities),  from  primary  schools  to  universities.  See 
also  the,  reports  of  Lord  Brougham's  commissioners  at  work  from 
1818  to  1837.  This  is  the  most  prolific  and  largest  of  all  parliamentary 
inquiries,  and  extends  through  38  folio  vols.,  describing  28,880  chari- 
ties, with  an  aggregate  income  of  1,200,000  pounds,  a  very  large  part 
of  which  is  devoted  to  education. 


23.  Report  of  her  Majesty's  Commissioners,  appointed  to  inquire 

into  revenues  and  management  of  certain  colleges  and  schools, 
and  the  studies  pursued  and  instruction  given  therein.  Four 
large  blue-book  volumes.  London,  1884. 

A  part  of  the  above  report  of  special  interest.  A  thoroughgoing 
inquiry  restricted  to  the  eight  well-known  schools  preparatory  to  the 
universities. 

24.  Report  of  the  Commissioners  appointed  to  inquire  into  the 
property  and  income  of  the  Universities  of  Oxford  and  Cam- 
bridge.     Two  large  volumes.      1874.     Mostly   statistics   not 
before  made  public. 

A  part  of  the  general  report  above  of  special  interest. 

25.  Report  of  the  School  Inquiry  Commission.     Twenty-one  large 

blue-book  volumes.     1868-69. 

By  dividing  Great  Britain  into  departments,  investigated  by  sub- 
commissioners,  by  correspondence,  and  by  oral  evidence  from  scores  of 
those  most  competent  to  testify,  of  which  verbal  minutes  were  printed, 
and  by  extending  its  inquiry  to  all  species  of  schools  and  even  to  other 
European  lands,  and  by  presenting  convenient  maps,  tables,  etc.,  the 
commission  published  here  the  most  comprehensive  educational  report 
ever  made. 

26.  Report  of  the  Oxford  University  Commission,  appointed  to 
inquire  into  the  state,  discipline,  studies,  and  revenues  of  the 
University  and  Colleges  of  Oxford.    One  large  blue-book,  1852. 


GENERAL   SURVEYS.  57 

27.  Reports,  What  Her  Majesty's  Inspectors  Say.     Being  the  re, 

ports  for  England  and  Wales  and  Scotland,  classified,  para- 
graphed, and  arranged.     1830. 

Convenient  digest  of  much  of  the  above,  out  of  the  material  of 
which  many  books  were  made. 

28.  Reports,  other,  of  educational  interest  are  blue-books  entitled : 

The  Selection  and  Training  of  Candidates  for  the  Indian  Civil 
Service.     1876. 

Reports  of  the  Civil  Service  Inquiry  Commissioners.     1875. 

Special  Report  on  Oxford  and  Cambridge  Universities  Edu- 
cation Bill.     1867. 

Report  of  the  Commission  to  inquire  into  the  System  of  Train- 
ing Naval  Cadets  on  board  H.  M.  S.  Britannia.     1875. 

Report  on  the  Admission  of  University  Candidates  into  the 
Scientific  Corps.     1874. 

Fitch's  Report  on  Endowed  Grammar  Schools  of  Yorkshire. 

29.  Rigg,  J.  H.     National  Education  in  its  Social  Conditions  and 

Aspects,  and  Public  Elementary  School  Education,  English 
and  Foreign,     pp.  517.     London,  1873. 

A  thoughtful  and  still  valuable  book. 

30.  Schlottmann.     Das  Englische  Universitatswesen.    Schmollers 
Jahrbuch  IX.     1885. 

A  good  administrative  view. 

31.  Whewell,  W.     On  the  Principles  of  English  University  Edu- 
cation,    pp.  189.     London,  1838. 

Devoted  to  subjects,  mode  of  treating,  and  discipline. 

32.  Wiese.     German    Letters    on    English    Education    in   1876 

Translated  by  S.  Schmitz.     pp.  296.     New  York,  1879. 

By  a  well-known  and  most  competent  German  authority. 


58  PEDAGOGICAL   LITERATURE. 

33.  The  Educational  Year-Book  for  Current  Years.     London. 

British  institutions  only.  Describes  courses,  expenses,  terms  of 
admission,  scholarship,  of  each  British  school,  from  the  universities 
down.  See  Hazeltine,  British  and  American  Education.  N.Y., 
1880.  See  the  Conservatism  of  Young  Oxford.  National  Rev.,  1884, 
by  G.  M.  Curtzon.  See  also  additional  material  in  IX.  See  H.  G. 
Taylor,  Elementary  Education  in  England  and  Wales.  Scribner's 
Mo.,  June,  1876. —  Morris,  Higher  Education  in  Wales.  Contem. 
Rev.,  April,  1882.  Also  Endowed  Schools  of  Ireland.  Reprinted  from 
the  Daily  News.  8vo.  pp.  79.  London. 

c.   IN  GERMANY. 

1.  Arnold,  M.      Higher   Schools   and   Universities   in   Germany. 

pp.  270.     London,  1874. 

First  published  in  18G8  as  the  result  of  an  official  tour  of  inspec- 
tion, here  reprinted  with  a  preface  of  eighty  pages. 

2.  Barnard,  H.     Elementary  and  Secondary  Instruction. 

Vol.    I.     German  States,     pp.  856. 

Vol.  II.  Switzerland,  France,  Belgium,  Holland,  Denmark, 
Norway,  Sweden,  Russia,  Greece,  Turkey,  Italy,  Portu- 
gal, and  Spain. 

Vol.  III.     Great  Britain  and  American  States.     Hartford,  1872. 

3.  Bashford,  J.  L.     Elementary  Education  in  Saxony,     pp.  89. 

London,  1881. 

4.  Baudouin,  J.  M.     Rapport  sur  1'etat  actuel  de  1'enseignement 

special  et  de  renseignement  primaire  en  Belgique,  en  Alle- 
magne  et  en  Suisse.     pp.  510.     Paris,  1865. 

5.  Beer  und  Hochegger.     Fortschritte  des  Unterrichtswesens  in 

den  Culturstadten  Europas.    2  vols.    pp.  694.     Wien,  1867. 

A  general  view  of  the  state  of  education  at  this  date. 

6.  Bertram,  H.     Das  Gemeindeschuhvesen  der  Stadt  Berlin.    Two 

pamphlets.     Berlin,  1878-79. 

7.  Bird,  Charles.     Higher  Education  in  Germany  and  England. 

pp.  137.     London,  1884. 


GENERAL   SURVEYS.  59 

8.  Brdal.  M.     Excursions  pedagogiques.     pp.  364.     Paris,  1882. 

A  very  discriminating,  well-informed  comparison  between  educa- 
tional institutions  of  Germany  and  France,  especially  those  of  second- 
ary grades,  by  a  progressive  member  of  the  Institute,  who  finds 
German  ways  best  at  most  points. 

9.  Carstens,  H.  W.     School  Education  in  Germany. 

10.  Conrad,  J.     The  German  Universities  for  the  Last  Fifty  Years, 
pp.  333.     Glasgow,  1885. 

A  statistical  study  of  attendance,  length  of  residence  at  Univer- 
sity, home,  migrations,  parents,  occupation,  etc.,  of  German  students, 
with  other  special  chapters  on  school  benefit,  the  different  faculties, 
high  schools,  etc. 

11.  Cousin,  V.      Rapport  sur  1'etat  de  1'instruction  publique  en 
Allemagne.  pp.  431.   Paris,  1833.   Published  in  English  in  1833. 

A  work  which,  in  its  day,  marked  an  epoch  in  France. 

12.  Erler,    W.       Die    Direktoren-Conferenzen    des    preussischen 

Staates.     pp.  272.     Berlin,  1876. 

Digest  of  the  important  papers  read  at  these  conferences  up  to 
date. 

13.  Hall,  G.  Stanley.     Aspects  of    German   Culture,     pp.   318. 
Boston,  1881. 

Contains  educational  matters. 

14.  Hart,  J.  M.     German  Universities,     pp.378.     New  York,  1874. 

Mainly  a  narrative  of  personal  experience. 

15.  Heigebaur,  J.  F.     Das  Volks-Schulwesen  in  den  preussichen 

Staaten.     pp.  272.     Berlin,  1834. 

16.  Hurst,  J.  F.     Life  and  Literature  in  the   Fatherland.     The 
result  of  four  years'  professional  residence  in  Germany,  and 
describes  fully  German  domestic  and  social  life,  the  schools, 
universities,  and  general  educational  features  of  the  country. 
8vo.     New  York. 


GO  PEDAGOGICAL   LITERATURE. 

17.  James,  G.  P.  R.     On  the  Educational   Institutions  of   Ger- 

many.    12mo.    London. 

18.  Jolly,  Ludwig.    Unterrichtswesen.    In  G.  Schoenberg's  Hand' 
buch  der  Politischen  Oekonomie.     pp.  937-1015. 

A  fresh  and  comprehensive  statement,  with  a  few  citations  of  lit- 
erature on  each  topic,  by  a  well-known  publicist. 

19.  Mohl,  Robert  von.    Als  Lehrer  und  Staatsmann.    In  Deutsche 

Rundschau.    June,  1876. 

20.  Northrop,  B.  G.     Education  Abroad,  aud  Other  Papers,     pp. 

176.     New  York,  1873. 

Especially  Germany.    Of  small  value. 

21.  Payne.     A  Visit  to  German  Schools,     pp.  138.     London,  1876. 

Interesting. 

22.  Petersilie,  A.     Die  offentlichen  Volksschulen  in  Preussen  im 
Jahre  1878.     Berlin,  1882. 

Valuable  conspectus  of  statistics. 

23.  Preyer,  M.     Statistisches  Jahrbuch  der  Stadt  Wien. 

Current  years.    Full  on  schools,  charities,  crimes,  etc.    Other 
large  German  cities  publish  year-books,  with  statistics  of  education. 

24.  Schaff,   Phillip.     Germany,   its   Universities,   Theology,  and 
Religion,  with  Sketches  of  Many  Eminent  Professors  of  The* 
ology.     pp.  418.     Philadelphia,  1857. 

25.  Schumann,  J.  C.     Dr.  Karl  Kehr,  ein  Meister  der  deutschen 
Volksschule,  etc.     pp.  251.     Neuwied,  1885. 

A   good    account    of    a    representative    contemporary    German 
educator. 

2G.  Ward,  A.   W.     On   some   Educational   Experiences   of    the 
German  Renaissance.     Paper,  8vo.     London,  1878. 


GENERAL   SURVEYS.  61 

27.  Wiese,  L.    Das  Schulwesen  in  Preussen.    pp.  740.    Berlin,  1804. 

Historical  and  statistical  details  by  provinces.    Still  very  valuable. 

28.  Wurtz,  A.     Les  Hautes  Etudes  Pratiques  dansles  Universitcs 
d'Alleraagne  et  d'Autriche-Hongrie.    pp.  123.     Paris,  1882. 

Includes  Berlin,  Buda-Pest,  Gratz,  Leipzig,  Munich,  and  contains 
many  illustrations,  plans  of  buildings,  etc.    Valuable. 

29.  Perez.     German  University  Education,  with  Sketch  of  Public 

Schools.     London,  1846. 

30.  German  Educational  Reformers.     Hartford. 

A  volume  gathered  from  Barnard's  Journal  of  Education.  See 
also  S.  B.  Gould,  Germany,  Present  and  Past.  N.Y.  1882.  Chap.  7. 
Education. 

See  Ueber  Deutsche  lehre  Schulen  im  Mittlealtes.  Von  G.  H.  Salz- 
burg, 1885. — Also  Laverenz,  C.  Die  Medaillen  u.  Gedachnisszeichen  der 
Deutschen  Hoch  Schulen.  1  Theil.  Berlin,  1885.  Eight  views  and  sixteen 
tables  of  medals.  —  Teichmann,  A.  Die  Universitat  Basel.  Basel,  1885. 
A  history  of  the  last  fifty  years.  —  Kieke.  Statistik  der  Universitat  Tubin- 
gens.  1877.  —  See  W.  C.  Perry.  German  University  Education.  London, 
1831.  Criticised  by  Helmholtz  in  his  Rectorrede,  and  referred  to  by  Perry  in 
the  Rundschau.  Feb.,  1878.  —  See  also  Mayerhoff. — Also  Howitt.  Student 
Life  of  Germany.  8vo.  pp.  467.  New  York,  1841.  —  Also  J.  Donaldson. 
Lectures  on  the  History  of  Education  in  Prussia  and  England,  and  Kindred 
Topics,  pp.  185.  Edinburgh.  —  Also  see  important  articles  in  the  Revue 
Internationale  d'Enscignement,  by  Willmann,  Holleuberg,  Dreyfus-Brisac, 
Krume,  Dumernil,  and  Sarrazin. 


d.   IN  FRANCE. 

1.  Allain.     L'instruction  primaire  avant  la  Revolution.  2ed.  1881. 

Largely  historical. 

2.  Arnold,  M.     Education  in  France,     pp.  291.     London,  1867. 

3.  Barnard.     Secondary  Special   Schools   in   France,     pp.  47-64, 

Vol.  23;   pp.  64-90,  Vol.  24.     American  Journal  of  Educa- 
tion.    Hartford,  1872-73. 


62  PEDAGOGICAL   LITERATURE. 

4.  Bautain.      De  I'dducation  publique  en  France  au  xix  Siecle. 

pp.  326.     Paris,  1875. 
A  Catholic  view. 

5.  Beaussire.      La  liberte  de  1'enseignement  et  1'universite  sous 

la  troisitmie  republique.     Paris,  1884. 

6.  Bersot.     Questions  d'enseignement,  1880. 

7.  Bert,  P.     Rapport  sur  la  loi  1'enseignement  primaire.     Paris, 

1880.     pp.  365. 

8.  Block.      Dictionnaire   de   1'administration    francaise.      2    ed. 

pp.  1100.     1877. 

See  also  Supplement  Ge'neral,  1885.  Contains  much  information 
in  brief  compass. 

9.  Bouillier.     L'universite  sous  M.  Ferry.     1880. 

10.  Bre"al,  M.     Quelques  mots  sur  Finstruction  publique  en  France, 
pp.  407,     Paris,  1881. 

1.  L'ecole ;  2.  Lycee ;  3.  Les  Facultes. 

11.  Bulletin  administratif  du  Ministere  de  1'instruction  publique. 

No.  675.     Paris,  1885. 

See  current  numbers. 

12.  Che"ruel,  A.     Dictionnaire  d'institutions  de  la  France. 

13.  Cournot.     Des  Institutions  d'instruction  publique  en  France, 
pp.  575.     Paris,  1864. 

Contains  a  convenient  resume  of  much  historical  and  other  not 
readily  accessible  material  on  the  organization  of  higher  education  in 
France. 

14.  Delalain,  Mm.     Annuaire    de    1'instruction    publique   et   des 
beaux-arts  pour  1'annee  1880.     pp.  521,  164.     Paris,  1881. 

Contains  an  educational  map  of  France. 


GENERAL   SURVEYS.  63 

V  15.  Detourlet.     La  loi  du  28  Mars  1882,  sur  1'enseignement  pri- 
maire  obligatoire.     1883? 

16.  D'Ocagne,  Mortimer.     Les  Grandes  ficoles  de  France,    pp. 
399.     Paris. 

Includes  military  and  civil  schools;  illustrated. 

17.  Dubois,  N.  A.     Concours  general.     Devoirs  donnds  an  con- 
cours  gdndral  entre  les  cloves  des  lycdes  et  colleges  de  Paris  et 
de  Versailles  et  au  concours  des  departements,  anndes  1866-74. 
Paris. 

18.  Duruy,  V.     Statistique  de  1'enseignement  supdrieur,  1865-68. 
pp.  xlv,  773.    Paris,  1868. 

19.  Education  in  France,     pp.  144.     Circular  of  Information  of 
the  Bureau  of  Education,  Washington.     No.  4, 1881. 

20.  Ferneuil.     La  reform  de  1'instruction  publique.    2  ed.     1881. 

v  21.  Gr^ard,  M.     Instruction  primaire  en  France.    4  vols.     Paris, 
1874. 

The  best  and  fullest  on  this  topic. 

22.  Guizot,  F.  P.  G.     Essai  sur  1'histoire  et  sur  1'dtat  actuel  de 
1'instruction  en  France.     Paris. 

23.  Hahn,  Ludwig.     Das  Unterrichts-Wesen  in  Frankreich.    pp. 
746.    Breslau,  1848. 

With  history  of  the  University  of  Paris. 

24.  Johnston,  David.     A  General  View  of  the  Present  System 

of  Public  Education  in  France,  and  of  the  Laws,  Regulations, 
and  Courses  of  Study  in  the  Different  Faculties,  Colleges,  and 
Inferior  Schools,  which  now  comprise  the  Royal  University  of 
that  kingdom.  Edinburgh,  1827. 

25.  Jolly.     Die  franzbsische  Volksschule  unter  der  dritten  Repub- 

lik.    1884. 


64  PEDAGOGICAL   LITERATURE. 

26.  Jourdain,  M.  C.     Rapport  sur  1'organisation  et  les  progres  de 
1'instruction  publique.     pp.  228.     Paris,  1867. 

Since  1850. 

27.  Laveleye.     L'instruction  du  peuple.     Paris,  1872. 

28.  Norms,  S.  A.    Les  Batiments  Scolaires.    pp.  164.    Paris,  1883. 

29.  Rendu.     L'instruction  primaire.     1873. 

See  also  Revue  Internationale  de  Enseignement.  Paris  (since 
1880).  See  also  VII.  c.  3,  and  X. 

30.  Schroder.     Das  Volksschulwesen  in  Frankreich.     1884. 

31.  Simon,  Jules.  .  L'ecole.     pp.  453.     Paris,  1881. 

1.  Legislation  in  primary  instruction,  1793-1867;  2.  Education  of 
girls;  3.  Obligatory  instruction ;  4.  Free  education.  Contains  resum.) 
of  statistics  up  to  date.  See  Stanley,  French  Elementary  Education. 
Nineteenth  Century,  March,  1883.  See  also  valuable  articles  in  the 
Rev.  Internationale  de  1'Enseignement,  by  Dreyfus-Brisac,  Leger, 
Hollenberg,  Ferneuil,  Benoist,  Stapler,  Dumoiit,  Greard. 


e.   MISCELLANEOUS. 

1.  Bache,  A.  D.   Report  on  Education  in  Europe,   pp.  668.    Phila- 

delphia, 1839. 

One  of  the  best  and  most  influential  of  educational  works  ever 
published  in  this  country.  The  author,  with  Calvin  Stowe  and  Horace 
Mann,  constitute  a  trio  of  names  of  great  influence. 

2.  Barnard,  H.     National  Education  in  Europe. 

A  volume  compiled  from  his  Journal. 

3.  Barnard's  National  Systems  of  Education.     2  vols.     Hartford, 

1880. 

These  two  volumes  are  largely  devoted  to  England,  France,  and 
Germany,  but  contain  much  material  on  other  countries. 


GENERAL  SURVEYS.  65 

4.  Birmann,  M.     Die    Primarschulen    (aus  der  Allgemeinen    Be- 

schreibung  und  Statistik  der  Schweiz).     pp.  53.     Zurich,  1874. 

Description,  statistics,  curricula,  etc.,  arranged  according  to  the 
species  of  school. 

5.  Branle.     Les   dtablissement   d'instruction    et    d'education    en 

Belgique.    pp.  121.     Bruxelles,  1872. 

Official,  comprehensive,  concise. 

6.  Bulletin  du  Ministere  de  1'Instruction  Publique.     Bruxelles. 

Current  numbers. 

7.  Butt,  I.     The  Problem  of  Irish  Education ;  an  Attempt  at  its 

Solution,     pp.  119.     London,  1875. 

8.  China.     Progress  of    Western  Education  in  China  and  Siam. 

pp.  13.     Bureau  of  Education,  Washington,  1880. 

9.  Dor,  V.  E.     L'instruction  publique  en  Egypte.     pp.  394.     Paris, 

1872. 

10.  Eaton,  J.     Education  in  Italy  and  Greece,     pp.  8.     Bureau  of 

Education,  Washington,  1883. 

11.  La  Fuente,   V.     Historia   de   las  universidades,   colegios,   y 

demas  establecimientos  de  ensenanza  in   Espana.     Tomo  II. 
pp.  631.     Madrid,  1885. 

12.  Grob.     Statistik  ueber  das  Unterrichtswesen  in  der  Schweiz. 
7  Bd.     1883. 

13.  Hegarty,  James   L.     Primary  Education   in  Victoria  (Aus- 
tralia).    In  Victorian  Review.     Dec.,  1879. 

14.  Hippeau.    L'instruction  publique  en  Italic,  pp.  415.  Paris,  1875. 

A  general  view. 

15.  Japanese  Department  of  Education.     An  Outline  History  of 
Japanese   Education ;  prepared  for  the  Philadelphia  Interna* 
tional  Exhibition,  1876.    pp.  202.     N.Y.,  1876. 


66  PEDAGOGICAL   LITERATURE. 

16.  Japan.     Education  in  Japan,     pp.  56.     Circulars  of  Informa- 
tion of  the  Bureau  of  Education.     No.  4.    1885.    Washington. 

17.  lessen,   I.   C.      Grundziige   zur   Geschichte   und   Kritik   des 

Schul-  und  Unterrichtswesens  der  Herzogthiimer  Schleswig 
und  Ilolstein,  vom  christlich  wissenschaftlichen  Standpunkte. 
pp.  419.  Hamburg,  1860. 

18.  Lauer,   M.      Entwickelung  und   Gestaltung    des    belgischen 

Volksschulwesens  seit  1842.    pp.  194.     Berlin,  1885. 

19.  Lauer,  M.     Entwickelung  und  Gestaltung  des  niederlandischen 

Volksschulwesens  seit  1857.    pp.  320.     Berlin,  1885. 

20.  Lethbridge,  K.     Higher  Education  in  India,    pp.  216.    Lon- 
don, 1882. 

A  view  of  English  schools  there,  and  a  plea  for  State  colleges. 

21.  Murray,  E.  C.  Grenville.     The  Russians  of   To-day.     Chap. 

xxviii.,  Schools;  xxix.,  Military  Academies  and  Universities. 
Leipzig,  1878. 

22.  Farve",  D.  J.  S.     Organisation  de  Pinstruction  primaire,  secon- 
daire  et  superieure  dans  le  Royaume  des  Pays-Bas.    pp.  195. 
C.  Leide,  1878. 

23.  Pincott,  Frederic.     Primary  Education  in  India.    In  Na- 
tional Review.     Feb.,  1884. 

24.  Fio,  Prof.     Education   in   Greece.     Circulars   of    Bureau  of 

Education.     Washington,  1883. 

See  also  Education  in  Italy  and  Greece,  by  the  Bureau.    1883. 

25.  Portugal,  Education  in.     In  Circular  of  Information  of  the 

Bureau  of  Education.     Washington,  1872. 

26.  Russians  of  To-day,  The.    Murray,  E.  C.    Chap.  17.     Schools. 

Leipzig,  1878. 


WORKS   ON   SYSTEMATIC   PEDAGOGY.  67 

27.  Spain.     National  Pedagogic  Congress.     Washington,  1882. 

28.  Stowe,   Calvin  E.      Report  on  Elementary  Instruction  in 
Europe.     Boston. 

A  work  of  much  historical  importance. 

29.  Swiss  Teachers  and  Educators.     Hartford.     From  Barnard's 
Journal  of  Education. 

On  this  general  subject  consult  also  sections  II.  and  VII.,  XI.,  and 
also  the  later  sections  on  legal  and  administrative  aspects  of  education. 
See  Pisa  and  its  University  Galaxy.  Sept.,  188G.  See  also  Curious  Schools. 
By  various  authors.  12mo.  Illustrated.  Boston,  1881.  See  also  1'Enseigne- 
ment  en  Tuuisie  Fonciu,  Rev.  d'Enseignement,  1882;  en  Alge'rie,  1883,  pp. 
697  and  817;  en  Italie,  Bertholet,  188G,  pp.  137;  Belgique,  Hymans,  1881, 
pp.250. 


XI. 


WORKS  ON   SYSTEMATIC  PEDAGOGY. 

1.  Bain,  A.     Education  as  a  Science,    pp.  453.    New  York,  1881. 

2.  Beneke,  F.  E.     Erziehungs-  und  Unterrichtslehre.     I.  Bd.  pp. 

403;  II.  Bd.  pp.  482.     Berlin,  1876. 

Application  of  the  author's  well-known  psychological  ideas  to 
education,  and  formerly  much  used. 

3.  Bock,  E.     Der  Volksschul-Unterricht.     pp.  688.     Breslau,  1879. 

On  the  basis  of  Prussian  law.  A  book  full  of  practical  details  on 
the  methods  of  teaching  each  common-school  branch.  One  of  the 
best  German  guides  to  school-keeping,  and  now  much  read  in  this 
country. 

4.  Bormann,  A.     Piidagogik  fiir  Volksschullehrer.    pp.  299.    Ber- 

lin, 1873. 

On  the  basis  of  the  law  of  1872,  with  reference  to  public  and  nor- 
mal schools. 


68  PEDAGOGICAL   LITERATI! UK. 

5.  Colozza,  G.  A.  Sazzio  di  pedagogia  comparata.  pp.  104. 
Napoli,  1885.  • 

G.  Denzel,  B.  O.  Einleitung  in  die  Erziehungs-  und  Unterrichts- 
Lehre  fur  Volksschullehrer.  Iter  Theil.  pp.  328.  Stuttgart, 
1825. 

Once  a  standard. 

7.  Diesterweg's   Wegweiser  zur  Bildung  fiir  deutsche    Lehrer. 

3  Bd.    pp.  384,  573,  815.    Essen,  1873-77. 

Vol.  I.  General  consideration  and  literature  on  elementary 
psychology,  didactics,  and  methods. 

Vol.  II.  Considers  successively  instruction  in  religion,  ob- 
ject-lessons, reading,  arithmetic,  writing,  drawing, 
singing. 

Vol.  III.  Geography,  history,  science,  geometry,  French,  Eng- 
lish, the  instruction  of  deaf-mutes,  the  blind,  the  idiotic, 
kindergarten,  and  gymnastic. 

An  old,  and  for  a  long  time  almost  unrivalled,  standard  work, 
revised  to  date,  with  copious  literature  on  each  topic,  including  both 
pedagogical  treatises  and  critical  estimates  of  the  value  of  all  the 
leading  German  school  text-books.  Still  widely  used  by  teachers  in 
Germany. 

8.  Dittes,  F.      Schule  der   Padagogik.     pp.    1024.     Leipzig  und 

Wien,  1880. 

Contains      I.  Psychology,    pp.  160. 

II.  Logic,  to  p.  241. 

III.  Theory  of  education  and  instruction,  to  p.  473. 

IV.  Method  of  the  public  school,  to  p.  755. 

V.     History  of  education  and  instruction,  to  p.  1004. 

An  important  and  comprehensive  work.  The  author  was  for 
many  years  at  the  head  of  the  Vienna  pedagogium. 

9.  Fitch,  J.  G.    Lectures  on  Teaching,     pp.  393.     New  York,  1885. 

Very  valuable  lectures  by  a  practical  teacher  and  inspector,  chiefly 
by  topics.  See  also  his  Art  of  Securing  Attention,  p.  43. 


WORKS   ON   SYSTEMATIC   PEDAGOGY.  69 

10.  Pricke,  F.  W.     Erziehungs-  und  Unterrichtslehre.     pp.  810. 

Mannheim,  1881-82. 

Objectivity  of  judgment  and  the  mediation  of   antitheses  are 
sought  by  the  author.    The  plan  is  very  comprehensive  and  original. 

11.  Kellner,  L.      Volksschulkunde.      Ein  theoretisch-praktischer 

Wegweiser  fur  katholische  Lehrer  und   Lehrerinnen,  Schul- 
aufseher  und  Seminarien.     pp.  352.     Essen,  1874. 

12.  Kern,  H.     Grundriss  der  Padagogik.     pp.  314.     Berlin,  1881. 

A  good  modern  treatise  by  a  Berlin  gymnasial  rector. 

13.  Kloepper,  Dr.  K.     Grundriss  der  Padagogik.     pp.  183.     Ros- 
tock, 1878. 

For  female  teachers  and  female  schools. 

14.  Naegelsbach,  C.  F.  v.     Edited  by  Autenrieth,  G.     Gymnasial- 

Piidagogik.     pp.  175.     3d  edition.     Erlangen,  1879. 

An  old  and  standard  work,  condensed,  and  still  valuable. 

15.  Niemeyer.     Grundsatze  der  Erziehung  und  des  Unterrichts. 

3  vols.     pp.  572,  734,  666.     Halle,  1839. 

An  old,  valued,  and  comprehensive  work. 

16.  Niedergesass,  R.     Handbuch   der  speciellen   Methodik  der 
elementaren  Schulen.     Wien,  1885. 

Being  published  in  instalments,  with  many  co-workers  and  many 
illustrations;  fuller  than  the  preceding ;  valuable. 

17.  Palmer,  C.      Evangelische  Padagogik.     pp.  736.     Stuttgart, 

1869. 

A  somewhat  extreme,  but  tried  and  suggestive  pietistic  standard 
work. 

18.  Piderit,  Dr.  Albert.     Zur  Gymnasialpadagogik.     47  lectures, 
pp.  438.     Gutersloh,  1877. 


70  PEDAGOGICAL  LITERATUBE. 

19.  Rappold,  J.     Gymnasialpadagogischer  "Wegweiser.     pp.  30. 
Wien,  1883. 

Designed  for  beginners  (or  candidates)  in  gymnasia!  instruction. 
Contains  a  list  of  books  and  articles  of  value,  arranged  topically. 

20.  Rosenkranz,  K.      Pedagogics   as   a  System.     Translated  by 

Anna  C.  Brackett.     pp.  148.     St.  Louis,  1872. 

The  best  presentation  in  English  of  Hegelian  idealism  applied  to 
pedagogics. 

21.  Roth,  K.L.     Gymnasial-Padagogik.    pp.472.    Stuttgart,  1874. 

First  published  in  1865,  by  an  able  and  well-known  gymnasial 
rector.  A  work  still  much  read  in  Germany,  and  perhaps  as  good  as 
anything  in  its  special  field,  except  Schrader. 

22.  Schrader,  W.     Erziehungs-  und  Unterrichtslehre  filr  Gymna- 
sien  und  Realschulen.     pp.  590.     Berlin,  1882. 

I.  Introduction,  devoted  to  ethical  and  pedagogical  relations. 
II.  General  theory  of  education  and  instruction. 
III.  The  special  branches. 

Fourth  enlarged  and  corrected  edition.  By  general  consent  the 
best,  as  it  is  the  fullest,  general  treatise  on  pedagogic  questions  from 
the  gymnasial  standpoint.  The  author  has  had  a  long  gymnasia 
experience. 

v  23.  Schwartz.  Allgemeine  Erziehungslehre.  8th  ed.  pp.  448. 
Leipzig,  1880.  See  also  his  Schul-Erziehungslehre.  pp.  739. 
1882. 

The  first  is  an  old  standard  treatise  on  systematic  pedagogy,  newly 
edited. 

24.  Thaulow,  Dr.  Gustav.     Philosophic  der  Padagogik.     pp.  212. 
Berlin,  1845. 

Interesting  compilation  of  ideas  from  Hegel. 

v  25.  Waitz,  T.  Allgemeine  Padagogik.  pp.  552,  Ixxvi.  Braun- 
schweig, 1875. 

One  of  the  best  from  the  standpoint  of  a  purely  Herbartian  psy- 
chology. A  work  that  has  been  much  read,  and  had  much  influence 
upon  university  lecturers,  by  the  eminent  anthropologist 


WORKS    ON   SYSTEMATIC   PEDAGOGY.  71 

26.  Zeschwitz,  Gerhard  von.     Lehrbuch   der   Padagogik.     pp. 
291.     Leipzig,  1882. 

27.  Ziller,  T.     Grundlegung  zur  Lehre  vom  erziehenden  Unterricht. 
pp.  557.     Leipzig,  1884. 

The  author,  of  whom  this  is  the  chief  work,  was  for  many  years 
professor  of  pedagogy  at  the  University  of  Leipzig.  Although  there 
are  professors  in  nearly  every  German  university  who  lecture  on  peda- 
gogy, Ziller,  with  three  or  four  others,  devoted  his  entire  energy  to 
this  department,  holding  seminaries,  conducting  practice  classes  in  the 
gymnasium,  editing  a  periodical,  and  having  many  pupils.  This  volume 
was  re-edited  after  his  death,  and  consists  of  two  parts :  (a)  on  the 
relation  of  instruction  to  government  and  to  discipline ;  (I)  determina- 
tion of  the  end  of  instruction.  Although  very  original  and  suggestive, 
the  author's  dependence  upon  Herbart  is  manifest. 

28.  Ziller,  T.     Vorlesungen  liber  Allgemeine  P'adagogik.     pp.  344. 
Leipzig,  1876. 

The  first  work  for  those  to  read  who  would  acquaint  themselves 
with  the  author's  opinions.  It  follows  its  characteristic  divisions. 
I.  School  government;  II.  Instruction,  laws,  and  method;  III.  Disci- 
pline, character,  culture. 

The  "  systematic ' '  character  claimed  for  works  of  this  class  has  often 
been  vigorously  denied,  and  the  differences  between  systems  has  sometimes 
brought  discredit  upon  the  work  of  those  who  devote  themselves  to  the 
study  of  educational  problems.  Of  late,  however,  the  best  minds  have 
been  drawn  from  premature  systematizing  to  the  study  of  special  problems, 
and  in  this  lies  the  new  promise  of  fecundity  in  this  field. 


72  PEDAGOGICAL  LITERATURE. 


XII. 

WORKS  IN  THE  FIELD  OF  GENERAL  PEDAGOGY,  OF 
A  LESS  SYSTEMATIC  CHARACTER  THAN  THE 
PRECEDING. 

1.  Abbott,  J.     The  Teacher.    285.    Boston,  1833. 

The  rare  first  edition. 

2.  Anon.     Practical  Education.    2  vols.    pp.  344,  333.    New  York, 

1801. 

3.  Anon.     The  Teacher's  Manual  of  the  Science  and  Art  of  Teach- 

ing,    pp.  547.     London,  1879. 

4.  Bain,  A.     Practical  Essays,     pp.  338.     New  York,  1884. 

Including  chapters  on  civil  service  examinations,  the  classical 
controversy,  metaphysical  and  debating  societies,  the  university  ideal, 
past  and  present. 

5.  Barnard.     Library  of  Practical  Pedagogy.     10  vols.     Hartford, 

1880. 

6.  Barnard,  H.    German  Pedagogy.    Views  of  German  Educators 

on  the  Principles  of  Education  and  Methods  of  Instruction 
for  Schools  of  Different  Grades,     pp.  640.     Hartford,  1871. 

Republished  from  the  American  Journal  of  Education. 

7.  B^esau,    M.    l'Abb<5.     The    Spirit    of    Education,    pp.   325. 

Translated.     Syracuse,  N.Y.,  1881. 

8.  Blackie,  J.  S.     On  Self-Culture,     pp.  116.     New  York,  1874. 

9.  Clarke,  E.  H.     The  Building  of  a  Brain. 

10.  Ebeling,  Ch.      Briefe  iiber  Erziehung;    a   vade  mecum  for 
parents  and  teachers,     pp.  150.     Hamburg,  1879. 


WOBKS   IN   GENERAL.  73 

11.  Eve.     Sidgwick  and  Abbott.     Three  Lectures  on  the  Prao 
tice  of  Education.     Cambridge,  Eng.,  1883. 

In  the  Pitt.  Press  Series. 

12.  Farrar,  F.  W.,  Editor.     Essays  on  a  Liberal  Education,     pp. 
384.     London,  1808. 

C.  S.  Parker,  On  the  History  of  Classical  Education,  p.  1. 
H.  Sidgwick,  The  Theory  of  Classical  Education,  p.  81. 
J.  Seeley,  Liberal  Education  in  Universities,  p.  145. 

E.  E.  Bowen,  On  Teaching  by  Means  of  Grammar,  p.  177. 

F.  W.  Farrar.  On   Greek   and   Latin  Verse-Composition  as  a 

General  Branch  of  Education,  p.  205. 

J.  M.  Wilson,  On  Teaching  Natural  Science  in  Schools, 
p.  241. 

J.  W.  Hales,  The  Teaching  of  English,  p.  293. 

W.  Johnson,  On  the  Education  of  the  Reasoning  Faculties, 
p.  313. 

L.  Houghton,  On  the  Present  Socjal  Results  of  Classical  Edu- 
cation, p.  365. 

13.  Fellenberg.     Letters  from   Hofwyl,   by  a  Parent,    pp.  372. 
London,  1842. 

See  Fellenberg  discussed  in  Atlantic  Monthly,  May,  1879,  by 
Robert  Dale  Owen,  and  by  an  earlier  writer  in  the  Atlantic,  May, 
1865. 

14.  Frisch,  F.      Padagogische   Streifziige.     pp.  176.      Wien  und 

Leipzig,  1883. 

Twenty-seven  brief  and  bright  essays  on  topics  nearly  or  entirely 
connected  with  the  teacher's  work. 

15.  Grube,  A.  W.     Padagogische  Studien  und  Kritiken  filr  Lehrer 
und  Erzieher.     pp.  294.     Leipzig,  1882.     Vermischte  Aufsatze 
aus  den  Jahren  1845-60.     pp.  406.     Leipzig,  1860. 

I.     Padagogische  Lehren  vom  administrativen,  philosophi- 
schen,  kirchlichen  und  arztlichen  Standpunkte 


74  PEDAGOGICAL  LITERATURE. 

II.  Padagogische  Reiseskizzen. 

III.  Naturvvissenschaft  und  Natursymbolik. 

IV.  Zum  Unterricht  in  der  deutschen  Sprache. 
V.  Volksschullehrer-Praxis. 

VI.     Aus  dem  Gemiithsleben  des  Volks  und  seiner  Lehrer. 

Second  Series.     1882. 

I.  Naturforschung  und  Christenthum. 

II.  Zur  Aesthetik  der  Tonkunst. 

III.  Zur  Entwickelungsgeschichte  der  Volksschule. 

IV.  Evangelische  Erziehungs-  und  Unterrichtslehren . 

V.     Staatlicher  Fortschrittsdrang  und  klerikale  Hemmung. 
VI.     Zur  Einrichtung,  Zucht  und  Leitung  des  Unterrichts. 

16.  Hamilton,   Gail.      Our   Common   School    System,     pp.    358. 
Boston. 

Sprightly  and  critical  miscellaneous  papers. 

17.  Jessen,   A.    C.     Padagogische   Skizzen.      2   Bd.  148.     Wien, 

1874-76. 

Three  little  volumes  of  brief  and  miscellaneous  practical  articles. 

18.  Jutting,  W.  U.     Sprachliche  und  padagogische  Abhandlungen. 
pp.  443,  428.     Aurich,  1868. 

19.  Keber,  Dr.  A.     Zur  Methodenkunde  und  Padagogik.     Gesam- 
melte  Aufsatze.     pp.  272.     Kothen,  1877. 

20.  Kaiser,  E.     Grundriss   der  Erziehungslehre  fiir  Kleinkinder- 

lehrerinnen.     pp.  72.     Berlin,  1885. 

21.  Kehr,  C.     Die   Praxis   der  Volksschule.      9th   ed.     pp.   490. 

Gotha,  1880. 

For  normal  pupils. 

22.  Kellner,  L.     Aphorismen.     Zur  Padagogik  der  Schule   und 
des  Hauses.    pp.  179.     Essen,  1878. 


WORKS   IN   GENERAL.  75 

23.  Lorenz,  O.     Ueber   Gymnasialwesen,  Padagogik  und  Fach- 

bildung.     Wien,  1879. 

24.  Mahr,  P.     Schiilerfehler,  Lebensfehler  und  ihre  Heilung.     pp. 
40.    Wien,  1881. 

Thirty  defects.    Shows  some  observation  of  children. 

25.  Nitzsch.     Padagogische  Briefe.    pp.  332.     Leipzig,  1867. 

Sprightly  letters  on  many  topics,  mostly  educational. 

V  26.  Noire",  L.     Padagogisches   Skizzenbuch.     pp.   331.     Leipzig, 
1874. 

Language-study  the  basis  of  higher  mental  development;  danger 
of  one-sidedness  in  the  study  of  language;  schoolmasters'  diseases; 
ideal  culture;  examples  of  poetic  interpretation;  progress  in  the 
knowledge  of  nature,  and  its  influence  on  the  mental  life;  and  other 
papers. 

27.  Page,  D.  P.     Theory  and  Practice   of  Teaching,    pp.  358. 

New  York. 

Quite  antiquated,  but  good. 

28.  Payne,  Joseph.     Lectures  on  the  Science  and  Art  of  Educa- 
tion,   pp.  389.     London,  1880. 

Very  valuable.  The  author  was  the  first  professor  of  the  science 
and  art  of  education  in  the  college  of  preceptors  in  London. 

29.  Quain,  R.     On  Some  Defects  in  General  Education,    pp.  112. 
London,  1870. 

v  30.  Rosmini-Serbati,  A.     Scritti  vari  di  Metodo  e  di  Pedagogia. 
pp.  512.     Torino,  1883. 

Valuable  suggestions,  but  desultory  in  form  and  method,  by  the 
noted  Italian  philosopher. 

31.  Scheve,   Gustav.      Naturgesetze    der    Erziehung.      pp.   96. 
Stettin,  no  date. 


76  PEDAGOGICAL  LITERATURE. 

32.  Schmid-Schwarzenberg,  F.     Briofe  iiber  verniinftige  Erzieh- 
uug.    pp.  196.     Wien,  1882. 

Thirty-four  short  letters  of  advice  to  teachers. 

33.  Schiitze,  F.  M.     Evangelische  Schulkunde.    pp.  800.     Leip- 
zig, 1876. 

34.  Spencer,  H.     Education,  and  also  his  Essays  on  Educational 
Topics. 

35.  Tate,  T.     The  Philosophy  of   Education;    or,  the   Principles 

and  Practice  of  Teaching.    London.     Republished  in   Syra- 
cuse, 1885. 

36.  Taylor,  J.  O.     The    District  School,     pp.  336.     New  York, 

1834. 

Of  only  historical  value. 

37.  Thompson,  D.  W.     Day  Dreams  of  the  Schoolmaster,     pp. 

328.     Edinburgh,  1864. 

Pleasant  but  desultory  reading. 

38.  Thring,  E.     Theory  and  Practice  of  Teaching,   pp.  256.   Cam- 
bridge, England,  1883. 

A  very  bright  and  suggestive  book,  by  the  head  master  of  the 
Uppingham  School. 

39.  Vernaleken,  T.     Die  Anfange  der  Unterrichtslehre  und  Volks- 
schulkunde  mit  psychologischer  Propadeutik.    pp.  192.    Wien, 
1874. 

I.  Psychological  propaedeutic ;  II.  Instruction  in  the  public  school; 
in.  The  public  school ;  IV.  Instruction  in  language. 

40.  Wagner,  J.  J.     System  des  Unterrichts  oder  Encyclopaedic  u. 
Methodologie  des  Gesammten  Schul-studiums.     Ulm.,  1881. 

In  his  works,  Bd.  3. 


WORKS   IN   GENERAL.  77 

41.  Wickersham.     School  Economy. 

42.  Willm's  Education  of  the  People,  with  a  preliminary  disser- 
tation on  some  points  connected  with  the  present  position  of 
education  in  England,     pp.  250.     12mo.     Translated.     Glas- 
gow, 1847. 

43.  Wyss,  P.     Padagogische  Vortrage  zur  Fortbildung  der  Lehrer. 
pp.  175.     Wien  und  Leipzig,  1884. 

Chapters  on  character  culture,  the  relation  of  education  to  the 
Gemiith,  the  pedagogy  of  Herder,  Diesterweg,  Herbart,  Ziller.  The 
importance  of  Herbart  and  Pestalozzi  are  especially  magnified.  See 
a  system  of  education  for  the  infant  King  of  Rome,  and  other  French 
princes  of  the  blood.  London,  182  .  Drawn  up  under  the  direction  of 
the  Emperor  Napoleon.  See  also  De  institutione  principis.  London, 
1619.  Works  of  King  James  I.  See  also  Adelaide  and  Theodore;  or, 
Letters  on  Education,  containing  all  the  principles  of  education  rela- 
tive to  the  different  plans  of  education,  to  that  of  princes  and  to  that 
of  young  persons  of  both  sexes. 

The  last  two  sections,  especially  XII.,  might  very  easily  have  been 
almost  indefinitely  extended. 


78  PEDAGOGICAL  L1TERATUIIE. 


XIII. 

WORKS  ON  THE  PSYCHOLOGY  OF  PEDAGOGY,  OR 
ON  SPECIAL  PARTS  OF  IT. 

1.  Ballauf,  L.     Humanismus  und  Realismus.     pp.  25.     Vol.  II. 

Pad.  Studien  von  W.  Rein.     Eisenach,  1877. 

2.  Earth.  E.    Ueber  den  Umgang.  Ein  Beitrag  zur  Schul-Padagogik. 

pp.  110.     Langensalza,  1882. 

A  Herbartian  essay  of  some  interest  on  an  extremely  important 
topic. 

3.  Craig,  A.  R.     The  Philosophy  of  Training,     pp.  377.     London, 

1847. 

A  still  valuable,  but  somewhat  antiquated,  standard  work. 

4.  Dittes,  F.     Naturlehre  des   Moralischen   und   Kunstlehre  der 

Moralischen  Erziehung.     pp.  144.     Leipzig,  1856. 

5.  Fichte,  J.  E.     On  the  Nature  of  the  Scholars,  and  its  Mani- 

festation,    pp.  220.     London. 

6.  Frohlich,  G.     Die  wissenschaftliche  Padagogik  in  ihren  Grund- 

lehren.     pp.  164.     Wien  und  Leipzig,  1883. 

A  popular  prize  essay,  containing  a  plea  for  the  application  of 
psychology  to  school  work,  and  containing  lists  of  educational  or 
psychological  books  and  journals. 

7.  Hall,  G.   Stanley.       The  New  Psychology.       Andover  Re- 

view, 1884.  .  The  Education  of  the  Will.  Princeton  Review, 
Nov.,  1882.  New  Departures  in  Education.  N.  A.  Review, 
Feb.,  1885. 

8.  Hooffman,  U.  J.     The  Science  of  Mind  Applied  to  Teaching. 

pp.  400.     New  York,  1885. 


THE   PSYCHOLOGY   OF    PEDAGOGY,  79 

9.  Imme,  T.     Die  Fragesatze  nach  psychologischen  Grundsatzen. 

pp.  62.     In  the  Jahres-Bericht  des  Kbniglichen   Gymnasiums 
zu  Cleve.     1879. 

10.  Klaiber,  J.     Das  Marchen  und  die  kindliche   Phantasie.     pp. 
44.     Stuttgart,  I860. 

Good. 

11.  Lange,  K,     Ueber  Apperception.     Eine  psychologische-paeda- 

gogische  Monographie.     pp.  112.     Plauen,  1879. 
Good. 

12.  Maas,  B.     Die  Psychologic  in  ihrer  Anwendung  auf  die  Schul- 
praxis  S.    pp.  84.     Breslau,  1885. 

13.  Markel,  G.     Die  Einbildungskraft  und  ihrer  Bedeutung  fiir 

Unterricht  und  Erziehung.     pp.  34.     Dobeln,  1878. 

14.  Meyer,  B.    Aus  der  asthetischen  Padagogik.     pp.256.     Berlin, 

1873. 

Six  lectures  on  language,  literature,  music,  art,  art-industry,  and 
pedagogical  practice  from  an  aesthetic,  educational  standpoint,  by  a 
popular  professor  of  philosophy  at  the  University  of  Bonn. 

15.  Oehler,  C.     Die  Auf  merksamkeit  der  Kinder  beim  Unterricht. 
pp.  30.     Leipzig,  1876. 

16.  Pfisterer,  G-.  P.    Padagogische  Psych ologie.    pp.  340.     Giiters- 
loh,  1880. 

An  attempt  quite  noteworthy  in  Germany  to  go  beyond  the 
psychology  of  Herbart  and  Beneke,  which  pervades  so  much  of  the 
technically  pedagogical  literature  of  that  country,  and  to  utilize  and 
apply  to  pedagogical  problems  the  newer  psychology  of  Lotze,  Ul- 
rici,  J.  H.  Fichte,  Wundt,  Trendelenberg,  Sigwart,  Lazarus,  Horwicz 
and  others,  but  dealing  largely  in  quotations. 

17.  Radestock,   P.      Habit   and  its   Importance   for  Education. 

Translated  from  the  German  by  F.  Caspari.     Boston,  1886. 

Covers  mainly  the  entire  field  of  pedagogical  psychology,  full  of 
well-chosen  quotations,  and  mainly  empirical  in  its  standpoint.  Brief 
Introduction  by  G.  S.  Hall. 


80  PEDAGOGICAL  LITERATURE. 

18.  Richter,  A.     Die  Concentration  des  Unterrichts  in  der  Volks- 
schule.    pp.  92.     Leipzig,  1865. 

A  valuable  prize  essay  on  a  topic  then  much  discussed  in  Germany. 

19.  Scherfig,  F.  E.     Der  psychische  Wert  des  Einzel-  und  Classen- 
unterrichts.      Eine  psychologisch-padagogische  Monographic, 
pp.  56.     Leipzig,  1882. 

A  very  suggestive  thesis. 

20.  Schnell,  F.     Grundriss  der  Concentration  und  Centralisation 
des  Unterrichts.     pp.  159.     Langensalza,  1860. 

From  Ziller's  standpoint. 

21.  Sidgwick,  A.     On  Stimulus,     pp.  29-65.     See  the  Lectures 
on  Education,     pp.  38.     Cambridge,  1883, 

22.  Striimpell,  L.     Psychologische  Padagogik.  "  pp.  368.     Leipzig, 
1880. 

Rather  more  abstract  Herbartian  psychology  than  pedagogy. 

23.  Tate,  T.     The   Philosophy  of  Education;  the   Principles  and 

Practice  of  Teaching,     pp.  330.     Syracuse,  1884. 

A  good  old  English  book,  well  worth  reprinting  in  this  country. 

24.  Wiese,  L.     Die  Bildung  des  Willens.     pp.  87.     9th  edition. 
Berlin,  1879. 

A  valuable  contribution  to  the  subject.  Cf.  also  Lippe,  Culturge- 
schichte.  III.  Treats  of  mental  culture.  Also  Essays  of  Ben j.  Rush. 
Philadelphia,  1798.  Treats  curricula,  amusements,  punishments,  fe- 
male education,  etc.,  in  a  philosophic  spirit.  Also  H.  Dittmar,  Tempa- 
ment  und  Erziehung.  pp.  57.  Emden,  1885.  —  Walsemann,  Das 
Interesse,  seiii  Wesen  u.  sein  Bedeutung  f.  d.  Unterricht.  Hannover, 
1885.  —  Lohr,  Ueber  Pflege  der  Phautasie  in  der  Volksschule.  Danzig, 
1885.  —  Krier,  Das  Studium  und  das  privat-lectiire.  pp.  291.  Luxen- 
burg,  1885.— Hartwig,  Die  Erziehungs  Principien  Dupanloups.  Leip- 
zig, 1885.  — Israel,  Die  piidagogische  Bestrebrugen  E.  Weigels. 
Zschoppau,  1885.  — Hass,  Die  Psychologic  als  Grandwissenschaft  der 
Padagogik.  Leipzig,  1885.  —  See  Vico,  works.  —  Chap.  V.  lilackwood, 
Philosophical  Classics.  Vice's  educational  ideas  are  important. 


WORKS   RECOMMENDED   TO   TEACHERS.  81 


XIV. 

PSYCHOLOGICAL  AND  ETHICAL  WORKS  WITHOUT 
IMMEDIATE  REFERENCE  TO  EDUCATION,  BUT 
RECOMMENDED  TO  TEACHERS. 

1.  Bain,  A.     The  Senses  and  the  Intellect,  and  The  Emotions 

and  the  Will. 

His  two  chief  works. 

2.  Benn,  A.W.     The  Greek  Philosophers.    2vols.     London,  1882. 

Very  brilliant,  chiefly  from  the  standpoint  of  Zeller,  of  whose 
great  standard  this  may  almost  serve  as  a  popular  resume. 

3.  Bowen,  F.     Modern    Philosophy,  from   Descartes  to  Schopen- 

hauer and  Hartrnann.     N.Y.,  1877. 

Spicily  written,  and  fullest  and  best  on  Kant  and  Schopenhauer. 

4.  Carpenter,  W.  B.     Principles  of  Mental  Physiology,     pp.  737. 

New  York,  1874. 

Scientifically  antiquated,  but  containing  many  valuable  sugges- 
tions for  teachers. 

5.  Ebbiiighaus,  H.     Ueberdas  Gedachtniss.    Untersuchungen  zur 

experirnentalen  Psychologic.     Leipzig,  1885. 

A  valuable  experimental  research  on  the  carrying  power  of 
memory,  cited  as  a  favorable  sample  of  a  larger  class  of  works  in 
scientific  psychology,  of  practical  value  in  education. 

6.  Galton,  P.     Inquiries  into  Human  Faculty  and  its  Development. 

pp.  380.     New  York,  1883. 

A  suggestive  book  for  teachers  interested  in  the  psychological 
bearings  of  their  work,  but  confined  to  a  few  topics 


82  .PEDAGOGICAL   LlTEilATUUE. 

7.  Hamilton,  Sir  Wm.    Essays  on  Education,  including  a  Review 

of  Cousin  on  German  Schools,  Dalgarno  on  Teaching  Deaf- 
Mutes,  Mathematics,  and  Mental  Discipline,  State  Control  of 
Universities,  University  Rights  of  Dissentors,  etc. 

8.  Hoffman,  F.     Der  Einfluss  der  Natur  auf  die  Kulturentwicke- 

lung  der  Menschen.  pp.  36.  Samml.  Wiss.  Vortrage.  xx. 
S.  H.  464.  Berlin,  1885. 

Anthropological,  specifying  climatic  site,  mineral  resources,  and 
plants  and  animals. 

9.  Holmes,  O.  W.     Mechanism  in  Thought  and  Morals,     pp.  101. 

Boston,  1871. 

Parts  of  it  bearing  directly  on  education. 

10.  Ireland,  W.  W.     The  Blot  on  the  Brain.     Studies  in  History 
and  Psychology.     N.Y.,  1886. 

Contains  chapters  on  left-handedness,  unconscious  cerebration,  the 
relation  of  words  to  thought,  etc. 

11.  Joly,  H.     Psychologie  des  grands  hommes.     pp.  280.     Paris, 

1883. 

In  the  line  of  Galton.  See  also  Radestock's  Genie  und  Wahnsinn. 
Cf.  also  Canclolle's  Histoire  des  Sciences  et  des  Savants.  A  study  of 
French  Academicians  for  two  centuries.  Reviewed  in  the  Popular 
Science  Monthly,  May,  1886. 

12.  Knight,   W.,   Editor.       Philosophical    Classics    for    English 
Readers. 

Very  readable  little  volumes,  each  devoted  to  the  life,  character, 
and  brief  resume  of  the  system  of  eminent  philosophers,  by  different 
writers.  The  series  so  far  includes  Descartes,  Butler,  Berkeley,  Fichte, 
Kant,  Hamilton,  Hegel,  Leibnitz,  Vico,  Hobbes,  and  Hume.  Bacon 
and  Spinoza  are  to  come. 

13.  Lazarus.     Das  Leben  der  Seele.     3  vols.     1875. 

The  chief  work  of  a  Berlin  professor  of  philosophy,  saturated 
with  his  educational  opinions. 


WORKS   RECOMMENDED   TO   TEACHERS.  83 

14.  Lewes,  G.  H.     Physical  Basis  of  Mind.     Boston,  1877. 

Some  special  problems  in  physiological  psychology. 

15.  Lotze,  H.     Outlines  of  Psychology,     pp.  120.     Boston,  1885. 

10.  Mayor,  J.  B.     A  Sketch  of  Ancient  Philosophy,  from  Thales 
to  Cicero,     pp.  254.     Cambridge,  England,  1881. 
Chiefly  ethical. 

17.  Morris,  Geo.  S.     German  Philosophical  Classics  for  English 

Headers  and  Students. 

Less  popular,  but  more  special,  and  of  far  more  scientific  value 
than  Knight's  series  above.  See  also  Prof.  Morris'  translation  of 
Ueberweg's  comprehensive  History  of  Philosophy,  in  two  vols. 

18.  Muller,  G.  E.     Zur  Theorie  der  sinnlichen  Aufmerksamkeit. 
pp.  136.     Leipzig. 

A  thesis  vague,  but  suggestive. 

19.  Ribot,  T.     Maladies  de  Personalite.     Paris,  1855. 

Like  the  two  following  books,  extremely  popular  resumes  of  more 
special  works. 

20.  Ribot,  T.     The  Diseases  of  the  Will.     pp.  45.    New  York, 

1884. 

21.  Ribot,  T.     The   Diseases  of   Memoi-y.     pp.  48.     New  York, 

1883. 

Like  the  preceding  work,  now  published  for  fifteen  cents  in  the 
Humboldt  Library. 

22.  Ribot,  T.     German  Psychology  of   To-day,     pp.  307.     N.Y., 

1880. 

A  handy  little  digest  of  Herbart,  Lotze,  Wundt,  Fechner,  Helm- 
holtz,  and  other  experimental  psychologists;  see  also  his  earlier  work, 
English  Psychology,  N.Y.,1874,  epitomizing  J.  S.  Mill,  H.  Spencer, 
Lewes,  Bain,  and  Hailey.  These  books  of  Ribot,  especially  the  two 
last,  are  especially  recommended  to  teachers. 


84  PEDAGOGICAL  LITER  AT  U  HE. 

23.  Spencer,  H.     Illustrations  of   Universal  Progress,     pp.  451. 

New  York,  1872. 

Contains  his  essays  on  Progress,  and  also  especially  his  Psychology 
(2  vols.),  Manners  and  Fashion,  Genesis  of  Science,  Physiology  of 
Laughter,  Origin  and  Function  of  Music;  Bain  on  Emotion  and 
Will,  Use  and  Beauty,  Uses  of  Anthropomorphism;  see  also  his  Psy- 
chology, aud  especially  the  first  volume. 

24.  Steinthal,  H.      Einleitung   in   die   Psychologic   und   Sprach- 
wissenschaft.     pp.  i,  490.     Berlin,  1881. 

Brilliant,  and  very  valuable,  especially  for  the  study  of  attention 
in  education. 

25.  Sully,  J.     Outlines  of  Psychology,     pp.  711.     London,  1884. 

With  educational  references.  A  smaller  volume,  containing  the 
parts  especially  devoted  to  pedagogy,  has  been  independently  pub- 
lished. 

26.  Taine,  H.     On  Intelligence,     pp.  514.     New  York,  1872. 

The  most  painstaking  of  all  the  author's  works,  by  which  he 
wishes  to  be  remembered.  Implies  much  knowledge  of  morbid  states. 

27.  Tylor,  E.  B.     Primitive  Culture.     2  vols.     pp.  453,  426.    Lon- 
don, 1871. 

A  standard  work  of  much  scientific  interest  for  teachers  interested 
in  the  nature  of  childhood,  in  the  mental  traits  it  has  in  common  with 
savages. 

28.  Ward.     See  his  article  on  Psychology  in  the  new  edition  of 
Encyclopedia  Britanuica. 

The  author  is  one  of  the  most  acute  of  English  psychologists,  and 
has  studied  and  lectured  upon  educational  topics. 

29.  Youmans,  E.  L.     The   Culture   Demanded  by  Modern  Life, 
pp.  473.     New  York,  1873. 

A  well-known  collection  of  essays  and  papers  by  eminent  special- 
ists, on  the  educational  aspect  and  value  of  different  departments  of 
science.  Read  in  this  connection  Taylor's  Defence  of  Classical  Studies, 
by  many  authors,  prepared  in  a  sense  as  a  rejoinder  to  this  book. 


THE   STUDY   AND  OBSERVATION   OF   CHILDREN.      85 

30.  Zeller,  E.     Outlines  of  the  History  of  Greek  Philosophy,     pp. 
3(W.     New  York,  1886. 

A  convenient  compendium  of  his  great  work,  made  by  the  author. 
These  works  are  sampled  from  a  large  class  as  books  which,  in  the 
opinion  of  the  writer,  every  intelligent  teacher  can  understand  and 
profit  by.  2,  3,  11,  15,  and  16  can  be  read  to  open  the  field  of  history 
and  philosophy,  and.  iu  part,  ethics;  1, 4,  5,  (>,  9,  10,  13,  18-21,  as  intro- 
ductory to  psychology. 


XV. 


THE   STUDY   AND   OBSERVATION   OF   CHILDREN. 

1.  Bartolomai.     Der  Anfang  des  Tastens,  Seheris,  und  Hbreiis. 

1872. 

Ziller's  Jahrbuch. 

2.  De  la  Calle.     La  Glossologie,  Essai  sur  la  science  experimen- 

tale  du  langage.     1881. 

3.  Bowditch,  H.   P.     The  Growth  of  Children :   also  a  Supple- 

mentary Report ;   in  eighth  and  tenth  Reports  respectively,  of 
the  Mass.  Board  of  Health. 

Based  on  many  measurements,  and  showing  rapidity  of  growth, 
and  its  causes,  according  to  comfort,  occupation,  and  parents.  A 
research  which  has  prompted  several  others  in  the  field  since. 

4.  Bryant,  Mrs.  S.     Test  of  Children,  as  evinced  by  their  Powers 

of  Observation.     Journal  of  Anthropol.  Instr.     Feb.,  1868. 

Applied  to  school  children  at  the  age  of  thirteen,  by  a  method  sug- 
gested by  Mr.  Galton. 

5.  Champfleury.     Les  enfants.     pp.  336.     Paris,  1872. 

Gossipy,  but  readable. 


86  PEDAGOGICAL  LITERATURE. 

G.  Darwin,  C.     A  Biographical  Sketch  of  an  Infant.     Mind,  July, 
1877,  London. 

7.  Dupanloup.     The  Child,     pp.  299.     Boston,  1875. 

A  Catholic  view  of  child-nature,  by  a  well-known  prelate.    Trans- 
lated by  1».  Anderson. 

8.  Egger,  M.     Observation  et  reflections  sur  le  developpement  de 

Fintelligence  et  du  langage  chez  les  enfants.     pp.  102.     Paris, 

1881. 

Valuable. 

9.  Faust.     Die  Perioden  des  menschlichen  Lebens.     pp.  84.     Ber- 

lin, 1794. 

Old  views  of  childhood,  now  only  curious. 

10.  Ferri,  L.     I  primi  stadi  dell'  intelligenza  (nella  Riv.  La  Filos. 

delle  Scuole  Italiane,  Ottobre,  1879).  I  primi  passi  della 
volonta  e  del  sentiinento  morale  (Ibid.,  Ottobre,  1881).  Nota 
sul  sentiinento  del  bello  (Ibid.,  Giugno,  1883). 

See  also  Rev.  Philosophic,  April,  1880. 

11.  Freihold.     Lebensgeschichte  der  Menschheit,  Culturgeschicht- 
liche  Forschungen.     Especially  Bd.  I.     Das  Erste  Leben  der 
Menschheit,  oder  die   Sinniliche   Bichtung.     pp.  266.     Jena, 
1876. 

12.  Fiirst,  F.     Das  Kind  und  seine  Pflege  im  Gesunden  und  Kran- 
ken  Zustande.     pp.  434.     Leipzig,  1876. 

A  diatectic  book  by  a  physician. 

13.  Geiger,  A.     Zur  Entwickelungsgeschichte  der  Menschheit.  pp. 

150.     Stuttgart,  1878. 

Philogenetic  light  shed  on  ontogenesis.    Translated  in  the  English 
Philosophical  Series. 


THE   STUDY  AND   OBSERVATION  OF   CHILDREN.      87 

14.  Geiger,  L.     Urspruug  und   Entwickelung   der   nienschlichen 

Sprache   und  Vernunft.     Ite  Bd.     pp.  486  (1868).     2tr,  pp. 
391.     Stuttgart,  1872. 

Though  not  pedagogical,  and  not  devoted  to  the  study  of  child- 
hood, contains  valuable  contributions  to  the  subject. 

15.  Gelmini,  Andr.     Studi  psicologici  ed  educativi  sul  fanciullo. 

16jno.     pp.  151.     Torino,  1886. 

16.  Genzmer,  A.     Untersuchungen  iiber  die  Sinneswahrnehmun- 
gen  des  neugeborenen  Menscheu.     Halle,  1873. 

A  thesis;  valuable. 

17.  Gotze.     In  die  Volkspoesie  und  der  Kind.     1872. 

In  Ziller's  Jahrbuch,  IV.  Jahrgang. 

18.  Goltz,  B.     Buch  der  Kindheit.     pp.  532.     Berlin,  1847. 

A  book  of  considerable  insight  and  literary  merit,  much  read  by 
German  parents,  but  not  scientific,  or  even  methodic. 

19.  Granville,  J.  M.     Youth:    its  Care  and  Culture,     pp.  167. 
Greenwood.     New  York. 

20.  Grohmann,  J.  C.  A.      Ideen  zu  einer  Geschichte   der   Enk 
wickelung  des  kindlichen  Alters.  Psychologische  Untersuchun- 
gen.   pp.  420.     1817. 

Contains  some  good  observations,  but  thin  and  theoretical. 

21.  Hall,    G.    Stanley.     The    Contents    of    Children's    Minds. 
JMnceton  Rev.,  May,  1882. 

An  empirical  and  statistical  test  of  children  entering  the  lowest 
primary  class  of  the  Boston  public  schools.  See  the  same  writer's 
report  on  child-study  in  the  proceedings  of  the  National  Council  of 
Education,  1885,  containing  a  report  on  children's  collections.  Also  a 
valuable  study  made  on  white  and  colored  children  in  Kansas  City, 
reported  by  Superintendent  Greenwood  in  the  Proceedings  of  the 
National  Teachers'  Association  at  Madison,  Wis.,  1884. 


88  .  PEDAGOGICAL   LITERATURE. 

22.  Herzog,  H.,  und  Schiller,  K.     Das  Kind.     Anleitungen  zur 
rationellen  physischen  Erziehungsweise  und  Winke  zur  Ent- 
faltung  des  Seelenlebens  der  Kinder,     pp.  144.     Pest,  1868. 

23.  Hertel.      Overpressure   in    Schools.      Translated,      pp.    178. 

London,  1885. 

Based  on  a  careful  study  of  the  school  children  of  Copenhagen. 

24.  Holden,  E.  S.     Observations   on   Infants.     Transactions  of 
the  Am.  Philological  Soc.     1875-77.     Bulletin,  Philosophical 
Society,  Washington.     Appendix  VI. 

Valuable. 

25.  Hope,  A.  R.     (Pseudonym.)     A  Book  about  Boys.     pp.  276. 

Edinburgh,  1868. 

Their  amusements,  friendship,  manners,  books,  etc. ;  popular. 

26.  Johnson,  J.     Rudimentary  Society  among  Boys.     Overland 
Monthly,  Oct.,  1883. 

A  valuable  and  original  study.    Republished  later  in  the  Johns 
Hopkins  Historical  Studies. 

27.  Keber,  A.     Zur  Philosophic   der  Kindersprache.     Gereimtes 
und  Ungereimtes.    pp.  132.     Halle,  1868. 

28.  Kriege,  M.  H.     The  Child :   its  Nature  and  Relations,     pp. 

148.     New  York,  1872. 

A  free,  popular  rendering  of  Froebel  and  Biilow. 

29.  Kroner.     Sinnesempindungen  des  Neugeborenen.    pp.  iv,  37. 

Breslau. 

From  the  Verhandlungen  der  aertzlichen  Gesellschaft,  IV. 

30.  Kussmaul,  A.      Untersuchungen    iiber  das   Seelenleben   der 
neugeborenen  Menschen.     pp.  40.     Leipzig,  1859. 

Very  good. 

31.  Lazarus,  W.     Die  Reize  des  Spiels.     Berlin,  1883. 


THE   STUDY   AND   OBSERVATION   OF   CHILDREN.        89 

32.  Lobische,  I.  E.     Entwickelungsgeschichte  der  Seele  des  Kin- 
des.     pp.  134.     Wien,  1851. 

An  oft-quoted  book  by  a  physician,  who  makes  the  diseases  of 
children  his  specialty. 

• 

:>:?.  Meyer,  B.     Von  der  Wiege  bis  zur  Sclmle.     pp.  180.     Berlin, 
1877. 

But  few  facts,  and  those  chiefly  through  FrcebePs  eyes.  Its  Eng- 
lish translation  is  not  accessible. 

34.  Necker   de    Saussure,   Madame.      Progressive    Education, 

Commencing  with  the  Infant,     pp.  348.     Boston,  1835. 

A  book  of  remarkable  insight  and  originality,  translated  and 
abridged  from  the  French.  The  full  French  edition,  as  well  as  the 
full  Germau  translation,  has  three  volumes,  the  last  on  the  education 
of  girls. 

35.  Paul,  H.     The   Clever  Things  said  by  Children.     London, 

1882. 

Better  than  such  titles  commonly  suggest. 

36.  Peckham,  G.  W.     The  Growth  of  Children,    pp.  46.     See 

6th  Annual  Report  of  the  State  Board  of  Health,  Wisconsin. 

A  statistical,  anthropometric  study. 

37.  Perez,  B.     L'fiducation  des  le  Berceau.     Essai  de  pedagogic 
experimentale.     pp.  302.     Paris,  1880. 

Valuable  suggestions  from  moral  and  aesthetic  education,  by  an 
acute  observer. 


38.  Perez,  B.     The  First  Three  Years  of  Childhood,  translated 
by  Oliver  M.   Christie,    pp.  292.     London,   republished  in 

Chicago,  1885. 

A  most  valuable  book.  Some  small  parts  of  the  author's  L' edu- 
cation des  le  Berceau  are  incorporated,  the  latter  book  being  more 
specially  pedagogical. 


90  PEDAGOGICAL  LITERATURE. 

39.  Perez,  Thierri  Tiedemaur.     La  science  de  1'enfant.     pp.  78. 
Paris,  1881. 

40.  Floss,  H.     Das  Kind  in  Branch  und  Sitte  der  Volker.    pp. 

394,  478.     Berlin,  1882. 

A  comprehensive  and  valuable  anthropological  study  on  naming, 
consecrating,  feeding,  observing,  variously  operating  upon  infants  in 
different  lands,  following  the  child  to  adolescence. 

41.  Ploss,  H.     Das  kleine  Kind  vom  Tragbett  bis  zuin  ersten 

Schritt.     pp.  120.     Berlin,  1881. 

An  anthropological  treatise  on  the  ways  of  carrying,  rocking,  etc., 
infants  among  various  peoples,  savage  and  civilized. 

42.  Pollock,  F.     An  Infant's  Progress  in  Language.    Mind.    Vol. 

VI.     pp.  104. 

43.  Preyer,  W.     Die  Seele  des  Kindes.     Beobachtungen  iiber  die 
geistige  Entwickelung  des  Menschen  in  den  ersten  Lebensjah- 
ren.     2te  Ausgabe.     2  Bde.     1886. 

Part      I.   Describes  the  development  of  each  sense. 

Part  II.  The  development  of  the  will,  as  shown  in  impul- 
sive, reflex,  instinctive,  imitative,  expressive,  and  re- 
flective muscular  movements. 

Part  III.  The  development  of  the  understanding,  especially 
devoted  to  language. 

Studies  mainly  on  his  own  children.  More  extended  than  any 
general  child-studies  yet  made.  The  author  is  professor  of  physiology 
at  the  University  of  Jena. 

44.  Preyer,  W.     Die  specielle  Physiologic  des  Embryos,    pp.  320. 

Leipzig,  1884. 

45.  Rau,   H.      Geschichte    der   Entwickelung    des   menschlichen 

Geistes.    pp.:  Iter  Th.,  390;  2ter,  469;  Neustadt  a.  d.  Haardt, 

1882. 

Culture  history;  very  popular;  almost  commonplace ;  cited  here  as 
a  good  example  of  a  large  class  of  works  showing  the  analogy  between 
the  stages  of  development,  in  the  child  and  the  race. 


THE  STUDY   AND  OBSERVATION   OF  CHILDREN.       91 

4G.  Riecke,  G.  A.     Erziehungslehre.     pp.  350.     Stuttgart,  1874. 

Follows  the  successive  periods  of  childhood  and  youth,  without 
being  distinctively  anthropological. 

47.  Rigutini,  G.     Psicologia  e  pedagogia  dell1  infanzia.    pp.  72. 

Milfcno,  1885. 

Preface  to  the  translation  of  Perez'  work  on  the  education  from  the 
cradle. 

48.  Schmerz,  L.     Unsere  Kinder,     pp.  318.     Wien,  1882. 

Seventy  short  papers  on  child  life  and  culture. 

49.  Schultze,  F.     Die  Sprache  des  Kindes.    pp.  46.    Leipzig,  1880. 

An  important  and  oft-quoted  monograph. 

50.  Schroder.  Die  erste  AnregungdesMusiksinnes.  Weimar,  1873. 

51.  Semmig,  H.     Das  Kind.     Tagebuch  eines  Vaters.    pp.  270. 
2d  ed.     Leipzig,  1876. 

52.  Sigismund,  B.     Kind  und  Welt.     Vatern,  Miittern  und  Kin- 
derfreunden,  gewiedmet.     pp.221.     Braunschweig,  1856. 

Devoted  to  the  first  five  years  of  life.  One  of  the  most  delightful 
and  suggestive  books  ever  written  on  this  subject. 

53.  Statistisches  Jahrbuch.     Vierter  Jahrgang.    pp.59.     Berlin, 

1871. 

A  systematic  study  of  the  intelligence  of  several  thousand  Berlin 
children  on  entering  school.  A  very  important  work  in  which  several 
eminent  German  scholars  participated. 

54.  Sully,  J.     Babies  and  Science.     Cornhill  Mag.,  May,  1881. 

Also  baby  linguistics.    Eng.  Illustrated  Mag.,  1884. 

55.  Taine.     Acquisition  du  language.     Rev.  de  Philos.     1876. 

Also  see  Mind,  April,  1877. 

56.  Tiedemann.     Die  vier  erste  Jahre  meiner  Kinder. 

German  original  not  known,  but  translated  in  Journal  Ge'ne'ral 
d 'Instruction  Publique,  April,  1863.  See  also  39,  above. 


92  PEDAGOGICAL  LITERATURE. 

57.  Talbot,  Mrs.  E.     Papers  on  Infant  Development.     Proceed- 
ings of  the  American  Science  Circle,  1881.     pp.  50. 

But  including  new  reports  and  the  papers  of  Darwin  and  Taine. 

58.  Vierordt.     Physiologic  der  ersten  Kindheit,  or  a  title  to  that 
effect,  known  to  the  writer  only  in  an  Italian  translation. 

59.  Weber,  T.     Die  Luge  der  Kinder  und  deren  Behandlung  in 

Schule  und  Haus.     pp.  43.     Berlin. 

In  France  several  systems  of  questions,  tests,  and  tables  for  recording 
observations,  have  been  printed.  See  also  the  next  section;  for  no  system 
has  been  based  primarily  upon  so  direct  an  attempt  to  study  the  nature 
of  childhood  as  the  kindergarten. 


KINDERGARTEN.  93 

XVI. 
KINDERGARTEN. 

1.  Anon.     Der  Kindergarten  in  Amerika.    pp.  31.     New  York, 

1872.     Steiger. 

2.  Barnard,  H.     Kindergarten  Culture.     Hartford. 

3.  Barth,  E.     Bilder  aus  dem  Kindergarten.    212  woodcuts,  and 

12  plates. 

4.  Buckland,  A.     The  Use  of  Stories  in  the  Kindergarten,  and 

the  Happiness  of  Childhood. 

5.  Kraus-Boelte,  Maria,  and  John  Kraus.     The   Kindergarten 

Guide.  An  illustrated  handbook  designed  for  the  self-instruc- 
tion of  kindergartners,  mothers,  and  nurses.  8vo.  New 
York. 

No.      I.  1st  and  2d  Gifts,     pp.  20. 

II.  3d-6th  Gifts,     pp.  118. 

III.  7th  Gift.    pp.  93. 

IV.  8th-10th  Gifts,     pp.  134. 
V.  llth-13th  Gifts,     pp.  81. 

Nos.  I.-V.,  forming  Vol.  I.,  the  gifts,    pp.  453.    With  the  "  occupa- 
tions "  which  follow  this  is  one  of  the  best  and  fullest  guides  ill  English. 

G.  Billow,  Madame.     Die  Arbeit,     pp.  580.     Berlin,  1868. 
An  exposition  of  kindergarten  theories. 

7.  Billow,  Madame.     Hand  Work  and  Head  Work.     Translated, 
pp.  144.     London,  no  date. 


94  PEDAGOGICAL  LITERATURE. 

8.  Billow,  Madame.     The  Child  and  Child  Nature.     Free  trans- 

lation by  M.  H.  Kriegs.     pp.  186.     London,  1879. 

See  also  her  Reminiscences  of  Froabel,  translated  by  Mrs.  Horace 
Mann,  with  sketch  of  Froebel's  life,  by  Emily  Shireff. 

9.  Currie,  J.     The  Principles  and  Practice  of  Early  and  Infant 

School  Education.  With  an  Appendix  of  Hymns  and  Songs, 
with  Appropriate  Melodies,  pp.  310.  Edinburgh  and  Lon- 
don. 

10.  Crew,  Benj.  J.     Our  Jewels,  and  the  Work  of  Resetting  them, 
pp.  203.     Philadelphia,  1883. 

11.  Donai,  A.     The  Kindergarten,     pp.  135.     New  York,  1871. 

12.  Eckhardt,   T.      Die  Arbeit    als   Erziehungsmittel.     pp.   23. 

Wien,  1875. 

An  attempt  to  carry  the  kindergarten  system  up  through  the 
eighth  school  year,  learning  by  doing. 

13.  Fellner,  A.     Der  Volkskindergarten    und  die  Krippe.     pp. 

130.     Wien  und  Leipzig,  1884. 

Practical  directions  how  to  conduct  them,  with  nineteen  archi- 
tectural illustrations,  and  a  short  list  of  books.  A  digest  of  laws 
and  orders  pertaining  to  the  subject  is  appended.  The  author  is 
director  of  an  institute  for  the  training  of  kindergarten  teachers  in 
Vienna. 

14.  Fellner,  A.     Vorlagen  fur  Kindergarten.     32  Gaben.     Wien. 

A  convenient  set  of  pictured  gifts,  each  one  in  a  separate  pack- 
age, enclosing  printed  directions  for  use,  and  containing  many 
illustrations. 

15.  Foelsing.     Bliithen  und  Friichte  der  Kleinkinderschulen.    pp. 

152.     Forst,  1880. 

16.  Frobel,  F.     Gesammelte  Schriften,  edited  by  Lange.     3  vols. 

Berlin,  1862-3.     Especially  his  Menschen  Erziehuug.     1826. 


KINDERGARTEN.  95 

17.  Froebel,  F.     Mother  and  Nursery  Songs.     Translated,  with 

50  illustrations.     Steiger. 

See  also  C.  B.  Hubbard's  Merry  Songs  and  Games  for  Kindergar- 
ten, with  music,  which,  by  personal  instruction,  the  authoress  has 
given  some  currency. 

18.  Frobel,  F.     Die  Padagogik  des  Kindergartens.     Gedanken  F. 

FrbbePs  liber  das  Spiel  und  die  Spielgegenstande  des  Kindes. 
Vou  W.  Lange,  Berlin,  1862. 

19.  Goldammer,  H.     The  Kindergarten.     A  Handbook  of  Frce- 
bel's  Method  of  Education,  Gifts,  and   Occupations.     With 
introduction,    etc.,   by    Baroness    B.   v.    Marenholtz-Buelow. 
Translated  by  William  Wright.     With  120  pages  of  illustra- 
tions. 

20.  Goldammer,  H.      Gymnastische    Spiele   und   Bildungsmittel 
fur   Kinder  von   3-8  Jahren.     pp.    195.     Berlin,  1879.     Fur 
Haus  und  Kindergarten. 

21.  Hailman,  W.  N.     Kindergarten  Culture  in  the  Family  and 
Kindergarten.     A   Complete  Sketch   of   Froebel's   System  of 
Early  Education,  adapted  to  American  Institutions.     For  the 
Use  of  Mothers  and  Teachers,     pp.  120.     Cincinnati. 

22.  Hohfeld.     Zur  Philosophic  der  Verrnittelung  der  Gegensatze. 

1878. 

The  author  compares  Froebel's  mediation  of  opposites  with  the 
philosophies  of  Krause  and  Hegel.  The  best  of  a  number  of  brief 
works  on  the  kindergarten  by  the  author. 

23.  Illing,   L.      Die    organische   Verbindung    des   Kindergartens 
mit  der  Schule. 

24.  Koehler,  A.     Die  Praxis  des  Kindergartens.     Weimar,  1878. 

Three  large  volumes,  with  over  sixty  large  plates.  One  of  the  best 
and  fullest  in  German. 

25.  Kohler,  F.     Die  Mutterschule.     Iter  Th.,  pp.  194 ;  2ter.,  136  ; 

3ter,  186.     Berlin,  1840. 


96  PEDAGOGICAL   LITERATURE. 

26.  Kiibler,  Maria  C.     Die   Schule  der  Mutter.     Ein    Handund 

HUlt'sbuch  fiir  Mutter  und  Erzieherinnen.     pp.  800.     Leipzig, 
1864. 

27.  Meyer,  Bertha.      Von  der  Wiege  bis  zur  Schule.      Berlin, 

1877. 
Good. 

28.  Morgenstern,  Lina.     Das  Paradies  der  Kindheit.      Eine  aus- 
fuhrliche  Anleitung  fiir  Mutter  und  Erzieherinnen.   F.  Frobel's 
Spiel-Beshaftigungen   in  Haus   und   Kindergarten,     pp.  292. 
Leipzig,  1878. 

Second  edition,  150  woodcuts.  The  authoress  is  well  known 
among  kindergarten  teachers  for  many  new  departures,  some  of 
which  have  occasioned  some  criticism. 

29.  Newton,  Heber.     Free  Kindergarten  in  Church  Work. 

30.  Peabody,  Elizabeth  P.     Guide  to  the  Kindergarten. 

Kindergarten.  —  What  is  it  ?  —  Rooms,  etc.  —  Music.  —  Plays,  Gym- 
nastics, and  Dancing. — The  Kindergartner.  —  Kindergarten  Occupa- 
tions. —  Moral  and  Religious  Exercises.  —  Object  Lessons.  —  Geometry. 
Reading.  —  Grammar  and  Languages.  —  Geography.  —  The  Secret  of 
Power.  —  Moral  Culture  of  Infancy.—  Songs. 

An  old  and  once  much-used  book,  by  the  venerable  leader  of  the 
kindergarten  movement  in  this  country. 

31.  Peabody,  Elizabeth  P.     Lectures  in  the  Training  Schools  for 

Kindergartners.     pp.  200.     Boston,  1886. 

32.  Richter,  K.     Kindergarten  und  Schule.     Leipzig,  1876. 

Discusses  plans  for  joining  kindergartens  to  the  public-school  sys- 
tem, as  an  integral  part  of  it.  A  very  valuable  prize  essay. 

33.  Riemer.     Des  blinden  Kindes  erste  Erziehung.     1879. 

An  argument  that  the  kindergarten  should  admit  and  train  blind 
children,  as  Libansky  had  found  by  trial  the  year  before.  See  fuller 
report  of  introduction  of  kindergarten  methods  into  a  blind  asylum, 
by  M.  Anagnos,  Kindergarten  and  Primary  School  for  the  Blind. 
Boston,  1884. 


KINDERG ART  I •:  N .  07 

34.  Shirreff,  Emily.     Essays  and  Lectures  on  the  Kindergarten. 
Principles  of    Froebel's   System,  and    their   Bearing   on   the 
Higher  Education  of   Women,  Schools,  Family,  and   Indus- 
trial Life.     With  Madame  de  Portugall's  Synoptical  Table. 

35.  Schrater.     Das  schwachsinnige  Kind.     1879. 

An  account  of  an  application  of  Froebel's  system  to  the  training 
of  idiots. 

36.  Walter,  L.     Die  Frobelliteratur.     pp.  197.     Dresden,  1881. 

Attempts  to  give  titles  and  a  very  brief  digest  of  the  contents  of 
every  important  work  pertaining  to  the  kindergarten  since  1838. 
Variously  classified,  not  only  by  date,  but  by  the  standpoint  of  the 
writer,  including  those  offered  in  the  official  reports  ou  kindergarten 
by  French,  Belgian,  and  German  commissions. 

37.  Wendt,  F.  M.     Paedagogie  der  Kleinkinder  Stube.     pp.  99. 

Hermannstadt.     pp.  99.     1870. 

Contains  a  few  good  observations  on  childhood. 

38.  Wiebe,  E.     The  Paradise  of  Childhood.     A  Manual  for  In- 

struction in  F.  Froebel's  Educational  Principles,  and  a  Practi- 
cal Guide  to  Kindergartners.     74  Plates,    pp.  78.    Springfield. 

See  also  a  valuable  work  in  press  on  Child  Nature  and  Kindergarten, 
by  E.  Marwedel.  Frau  H.  B.  Schrader  of  Berlin,  a  very  thoughtful  and 
wise  trainer  of  kindergarten  teachers,  has,  like  Mrs.  Blow  of  St.  Louis, 
written  little  herself,  but  her  methods  are  set  forth  by  her  pupil,  Mary  Lys- 
chinska  of  London  in  a  recent  work  entitled  The  Kindergarten.  See  also 
Steiger's  Kindergarten  Tracts,  and  the  official  report  of  St.  Louis,  where 
the  kindergarten  is  engrafted  on  the  public  school  system.  The  magnifi- 
cent kindergarten  charity  system,  inaugurated  in  Boston  by  Mrs.  Agassiz- 
Shaw,  and  the  development  of  Froebel's  methods  for  more  advanced 
classes,  by  F.  Adler,  in  New  York,  should  be  referred  to.  See  also  the 
diction  on  industrial  education.  If  Froebel  was  mystic  and  enthusiastic, 
like  Delsarte  and  Jahn,  like  them  he  based  his  system  upon  careful  obser- 
vation of  human  nature,  and  the  deepest  sympathy  with  those  he  worked 
for. 

39.  Wilkie,  S.  E.     Stories  for  Kindergarten  and  Primary  Schools, 
pp.  79.     Boston,  18S5. 


98  PEDAGOGICAL   LITERATURE. 


XVII. 

PLANS   AND   COURSES   OF   STUDY  IN  LOWER   AND 
INTERMEDIATE   SCHOOLS. 

1.  Anon.      Lehrplane   fiir  Volks-  unrl  Biirgerschulen  in   Nieder- 

Oesterreich.     pp.  103.     Wien,  1876. 

2.  Bohme,  I.     Die  Organisation  der  Volksschule.    pp.  124.    Nb'rd- 

lingen,  1875. 

3.  Courses  of  Study  in  the  Boston  Schools.     Boston,  1886. 

4.  Courses  of  Study  in  the  San  Francisco  Public  Schools,  1885. 

5.  Dorpfeld,  F.   W.     Grundlinien   einer  Theorie  des  Lehrplans, 

zunachst  der  Volks-  und  Mittelschule.  pp.  85.  Gutersloh, 
1873. 

6.  Elementary  Education,  Organization   of,  etc.     pp.  512.      See 

International  Health  Exhibition  Report.  Vol.  xiii.  Sec.  A. 
London,  1884. 

7.  Frohlich,  G-.     Die  Grundlehren  der  Schulorganisation  nach  den 

Forderungen  der  padagogischen  Wissenschaft  und  der  Erfah- 
rung  fiir  Lehrer,  Schulbearate,  Schulkomniissionen  und  Schul- 
freunde.  pp.  54.  Leipzig,  1880. 

A  prize  essay. 

8.  Hartmann,  J.  N.      Pensen-Materal  fiir  ein-  und   zweiklassige 

Schule.     Kassel,  1880. 

9.  Israel,  G-.   A.     Dorpfeld  und   die   Classenzahlfrage.     pp.    18. 

Piidagog.     Studien,  von  W.  Rein.     III.     Leipzig,  1880. 

10.  Kreyenberg,  G.     Lehrplan  der  hbheren  Madchenschule.     Mit 
Motiven  und  unter  Berucksichtigung  gesundheitlicher  Forde- 
rungen.    Iserlohn,  1878. 


PLANS   AND   COURSES   OF   STUDY.  99 

\V  •  •*•'  •    • 

11.  Kunze,  O.    Lehrplan  fur  eine  sechsklassige  Volksschule.    Leip- 
zig, 1879. 

12.  Manual  of  the  Graded  Course  of  Instruction  in  the  Primary 

Schools  of  Philadelphia,  adopted  by  the  Board,  Feb.  12,  1884. 
pp.  77. 

13.  Manual  of  Discipline  and  Instruction  for  the  Use  of  Teachers 
of  the  Primary  and  Grammar  Schools  under  the  Charge  of  the 
Board  of  Education,  of  the  City  of  New  Zork.     1884. 

Two  small  volumes. 

14.  Meyer,  J.     Lehrplane  fiir  die  einfache  Volksschule.     (Halb- 
tagsschule,  einklassige,  zwei-  und  dreiklassige  mit  2  Lehrern, 
sowie  dreiklassige  Schule.)     Hannover,  1879. 

15.  Schornstein,   R.     Ausfiihrlicher  Lehrplan   einer  vollstandig 
organisirten   hoheron    Madchenschule   und   Lehrerinnen    Bil- 
dungsanstalt.     Elberfeld,  1874. 

16.  Siissmann,  G.     Die  Stellung,  Aufgabe  und  Organisation  der 
6  klassigen  Biirgerschule.     Unter  steter  Beriicksichtigung  der 
Volksschulen  dargestellt.     Hannover,  1875. 

17.  TJhlig,  G.      Die  Stundenplane   fiir   Gymnasium,    Realgymna- 
sien  uud  lateinlose  Realschulen  in  den  bedeutendsten  Staaten 
Deutschlands.     pp.  52.     Heidelberg,  1384. 

A  valuable  and  laborious  compilation. 

18.  "Wade,  A.  L.     Graduating  System  for  Country  Schools,     pp. 
450.     Boston,  1881. 

See  on  this  topic  Z.  Richards,  True  Order  of  Studies  in  Primary  In- 
struction (Education,  1883);  also  works  on  general  pedagogy,  in  which  a 
chapter  is  often  given  to  it;  also  many  books  in  the  next  division  (XVIII.) ; 
also  the  later  sections  devoted  to  special  classes  of  schools,  gymnasium, 
reaZ-schools,  etc. 


100  PEDAGOGICAL   LITERATURE. 


XVIII, 

PRIMARY  CLASSES,  ESPECIALLY   READING  AND 
LANGUAGE  LESSONS. 

1.  Ambros,  J.     Wunschbuch.     pp.294.     Wien,1885.     Spielbuch. 

pp.  160.     Wien,  1883. 

Poetic  wishes  to  relatives  on  new  years  and  birthdays ;  directions 
for  400  games  and  plays  for  children. 

2.  Bohme,  A.     Die  Methoden  des  ersten  Leseunterrichts.     Berlin, 

1872. 

Very  good. 

3.  Buttiier,   A.     Der  erste   Schreib-  und    Leseunterricht   in  der 

Elementarschule.     Berlin,  1876. 

4.  Currie.     Early  and  Infant  School  Education. 

5.  Dunton,  L.     Methods  of  Teaching  in  German  Schools.     Annual 

Report  of  the  Board  of  Education  of  Mass.     1886.     pp.  261- 
283. 

A  brief  but  interesting  sketch  of  some  months'  observation, 
especially  on  the  ways  of  teaching  number  and  reading  in  elementary 
classes,  by  a  well-known  normal  master. 

6.  Engelien,  A.     Die  Geschichte  des  deutsch-sprachlichen  Unter- 

richtes.     pp.  50-87,  in  C.  Kehr's  Geschichte  der  Methodik. 
iii.  Bd.     Gotha,  1881. 

7.  Goltzsch,  E.  T.     Anweisung  zum  grundlegenden  Lese-,  Schreib-, 

Recht-,  und   Schbnschreibunterricht   in   der  Unterklasse   der 
Volksschulen.     Berlin,  1871. 

8.  Graser,  J.  B.     Elementarschule  fiirs  Leben  in  ihrer  Grundlage. 

Bayreuth,  1817. 

Of  historical  value  for  the  famous  system  known  by  the  author's 
name. 


PKIMARY  CLASSES.  101 

9.  Gill,  J.     Notes  on  Lessons  on  the  Art  of  Teaching  Young  Minds 

to  Observe  and  Think.     Illustrated  by  sketches.     London. 

10.  Grullich,  A.     Das  erste  Schuljahr.     Kurze  Instruction  fur  den 

Unterricht  in  der  Seminarschule.     pp.  52.     I'lanen,  no  date. 

A  good  normal  plan. 

11.  Fechner,  H.     Die  Methoden  des  ersten  Leseunterrichts.     pp. 
304.     Berlin,  1882. 

Very  valuable  historically,  and  based  on  careful  and  extensive 
study  of  original  authorities,  who  are  often  cited.  Contains  many 
facsimiles  of  rare  and  old  primer  pages,  pictures  of  reading-machines, 
etc.  The  fullest  and  best  of  all  histories  of  the  subject,  but  written 
for  the  scholar  rather  than  for  the  practical  teacher. 

12.  Forster.     Das  erste  Schuljahr.     pp.  276.     Leipzig,  1882. 

Very  good. 

13.  Jacobi,  F.     Lese-Untevricht.     Niirnberg,  1851. 

Historical,  critical,  methodological. 

14.  Jacotot,  J.     Der  Universal-Unterricht.     Zweibriicken,  1830. 

Convenient  German  edition  of  the  author's  thoughts.  See  his 
works  iu  VIII. 

15.  Jutting,  W.     Kritische  Geschichte  des  ersten  Leseunterrichts. 
Leipzig,  1872. 

See  also  the  psychological  introduction  (pp.  iii.-xxiv.)  to  his  in- 
genious primer,  which  represents  the  extreme  "  Schreib-lese  "  method. 

16.  Kehr,  C.     Der  deutsche  Sprachunterricht  im  ersten  Schuljahre. 

6te  Auflage.     pp.  211.     Gotha,  1877. 

An  historical  and  theoretical  part,  both,  especially  the  former, 
excellent,  presentation  in  small  space  of  very  much  learning  and 
experience. 

17.  Kellner,  L.     Praktischer  Lehrgang  fiir  den  deutschen  Sprach- 

unterricht.    Em  Hand-  und  Hiifsbuch  fiir  Lehrer  an  Volks- 
und  Biirgerschulen.     Altenburg,  1875. 


102  PEDAGOGICAL  LITERATURE. 

18.  Kilian.      Neue    Bahnen.      Reform-Methodik.      Method    der 
deutschen  Volksschule.    1.  Die  Schreib-lese-Methode.     Strass- 
burg,  1878. 

19.  Klauwell,  A.     Das  erste  Schuljahr.      Praktische  Anleitung 
fiir  den  ersten  Uuterricht  im  Anschauen,  Sprechen,  Zeichnen, 
Schreiben,  Lesen,  Memoriren,  Singen  und  Rechnen.     Leipzig, 
1878. 

An  excellent  book,  by  a  very  competent  hand. 

20.  Kriebitzsch,  T.     Das   Sprachstiick   und  dessen  Behandlung. 
pp.  1-50.     lu  C.  Kehr's  Geschichte  der  Methodik.     iii.  Bd. 
Gotha,  1881. 

Historical. 

21.  Laurie.     Primary  Instruction  in  Relation  to  Education,     pp. 

233.     London,  1874. 
Good. 

22.  Malleson,  Mrs.  F.     Notes  on  the  Early  Training  of  Children. 

London,  1884. 

23.  Marcel,  C.     Language   as   a  Means  of   Mental  Culture  and 
International  Communication,    pp. :  vol.  i.,  425;  ii.,  416.     Lon- 
don, 1853. 

A  once  much-read  book. 

24.  March,  F.  A.     The  Spelling  Reform,     pp.  36.     Circulars  of 
Information  of  the  Bureau  of  Education.     No.  7.     Washing- 
ton, 1881. 

25.  Oehlwein,  K.     Das  Kindes  erstes  Buch.    Leipzig,  1874.   With 
another  explanatory  pamphlet,  entitled  Psychologische  Grund- 
lage  und  Gebrauchesanweisung  zu  des  Kindes  ersten  Buch. 

An  unique,  interjectional  method  of  teaching  reading,  developed 
with  much  psychological  ingenuity,  by  a  pupil  of  Ziller's. 

26.  Parker,  F.  W.     Tracts  for  Teachers. 

I.    Spelling. 
II.    Reading. 
III.    Talking  with  the  Pencil. 


PlilMAItY    CLASSES.  103 

27.  Pestalozzi.     Buch  der  Mutter,  oder  Anleitung  fur  Mutter  ihre 

Kinder  bemerken  und  reden  zu  lehreu.     1803. 

Of  historical  value.  See  historical  accounts  of  his  methods  in 
VII.  and  VIII. 

28.  Rein,  W.;  Pickel,  A.;  und  Scheller,  E.     Das  erste  Schuljahr. 

Ein  theoretisch-praktische  Lehrgung  fiir  Lehrer  und  Lehrer- 
innnen.    pp.  178.     Eisenach,  no  date. 

With  a  primer  in  illustration  of  the  scheme  here  developed.  In 
successive  volumes  the  first  six  school  years  are  separately  treated 
by  Ziller-Herbartian  methods,  according  to  which  the  entire  school 
work  of  the  first  year  centres  about  twelve  carefully  prepared  Grimm's 
tales ;  in  the  second,  about  Robinson  Crusoe.  See  especially  Das  dritte 
Schuljahr,  where  all  centres  about  tales  from  the  Old  Testament,  pp. 
148.  Kassel,  1880. 

29.  Richter,  Albert.     Der  Untejricht  in  der  Muttersprache  und 
seine  nationale  Bedeutung.     pp.  144.     Leipzig,  1872. 

A  prize  essay. 

30.  Riigg,   H.   R.     Die   Nonnahvbrtermethode.      Nach    ihrer  ge- 

schichtlichen   Entwickelung  davgestellt  und  beleuchtet.     Zu- 
rich, 1876. 

81.  Schafer,  F.  Ueber  die  Wichtigsten  der  heute  herrschenden 
Leselehrniethoden.  Welche  verdient  den  Vorzug?  Frank- 
furt a.  M.,  1876. 

A  valuable  prize  essay,  with  much  fine  analytic  thought. 

< 

32.  Schindler,  L.      Theoretische-praktische   Handbuch    fiir  den 
ersten    Schulunterricht.     2   Theile.     pp.  320,  335.      Leipzig, 
1876-77. 

Best  and  fullest  part  of  it  is  on  teaching  the  mother  language. 

33.  Seltzsam,  K.     Jacotot's   Methode   in   ihrer   Anwendung   aui 
den  ersten   Leseunterricht  und  die  schriftlicheu  Uebungen. 
Breslau,  1841. 

Of  some  historical  value. 


104  PEDAGOGICAL   LITERATURE. 

31.  Sheridan,  Thomas.  British  Education,  or  the  Source  of  the 
Disorders  of  Great  Britain.  Being  an  essay  toward  proving 
that  the  immorality,  ignorance,  and  false  taste  that  generally 
prevail,  are  the  natural  and  necessary  consequence  of  the 
present  defective  system  of  education.  With  an  attempt  to 
show  that  a  revival  of  the  art  of  speaking  and  the  study  of 
our  own  language  might  contribute  in  a  great  measure  to  the 
cure  of  these  evils,  pp.  536.  London,  1756. 

A  curiosity. 

35.  Skrodzki,  W.     Anleitung  zum  deutschen  Schreib-  mid  Lese- 
unterricht  in  utraquistischen  Schulen.     Breslau,  1877. 

36.  Schulz.     Gedanken  iiber  den  Schreib-Lese-Unterricht.     DUST 
seldorf,  1879. 

37.  Stephani,  H.     Kurzer  Unterricht   in  der  griindlichsten  und 
leichtesten  Methode,  Kindern  das  Lesen  zu  lehren.     1804. 

Of  much  historical  importance. 

38.  Stickney.     A  Primer.     Boston,  1885. 

See  two  pages  of  author's  "  Announcement,"  at  the  beginning  of 
a  unique  method,  well  worth  the  study  of  teachers. 

39.  Supervisors  of  Boston  Schools.     Method  of  Teaching  Reading 
in  the  Primary  Schools,     pp.  35.     Boston,  1883. 

Report  adopted  after  much  discussion. 

40.  Wagner,  H.  E.     Bilder  fur  den  Anschauungs-Unterricht  in 
Schule  und  Plaus  in's  Besondere  zum  Gebrauch  bei  Lebens- 
bilder.     Von  Berthelt,  Jakel,  Petermann,  und   Thomas.      19 
Tafeln,  12  x  15  in.     Dresden. 

With  plates,  each  containing  one  colored  object  with  name  be- 
neath, and  used  for  object  lessons,  conversation,  reading,  and  writing. 

41.  Weber,  A.     Die  vier  ersten   Schuljahre  in  Verbrindung  mit 
ernen  Frobel  Lehen  Kindergarten,     pp.  70.     Gotha,  no  date. 

Good. 


PRIMARY   CLASSES.  105 

42.  Wheeler,  W.  H.     A  Book  of  Language  Lessons  for  Children 
of  all  Ages.     Andover,  Mass.  1885. 

An  original  and  ingenuous  scheme. 

43.  Wilke,  C.,  und  Bormann,  K.     Bilder-Tafeln  fiir  den   An- 
schauungs  Unterricht.     16  Tafeln,  16x21  in.,  colored.     Braun- 
schweig, 1874. 

Designed  for  advanced  work  in  the  vernacular,  or  for  classes  in 
foreign  and  modern  languages. 

44.  Winckelmann  und  Sohne.     Bilder  fiir  den  Anschauungs- 
und  Sprachunterricht.     6  Tafeln,  30x38  in.     Berlin. 

Large  colored  plates,  crowded  with  scenes,  details,  and  persons, 
chiefly  from  the  country.  A  novel  kind  of  art,  very  effective  with 
children. 

45.  Organization  of  Elementary  Education,  etc.    pp.  512.     Vol. 
xiii.      See   International   Health  Exhibition,   London,  1884. 
Section  A. 

The  same  as  XVH.  4. 

See  also  in  connection  with  this  topic  the  valuable  researches  of  Javal, 
published  in  the  Remie  Scientifiqve,  1879-81,  showing  modified  typography, 
length  of  line,  etc.,  adapted  to  primers  and  children's  eyes.  A  book  on 
this  subject  has  been  announced  by  Javal.  See  also  essays  on  the  Phil- 
osophy of  Instruction ;  or,  the  Nurture  of  Young  Minds,  pp.  34.  Green- 
field, Mass.,  1832.  A  queer  little  pamphlet,  published  as  an  ingenious 
advertisement  of  Franklin  Primer.  Material  on  this  topic  is  found  in  his- 
tories of  education  and  treatises  of  pedagogy. 


106  PEDAGOGICAL  L1TEKATUKE. 


XIX. 


OBJECT  LESSONS.     [ANSCHAUUNGS  UNTERRICHT.] 

1.  Barnard.     Object  Teaching,  and  Oral  Lessons  on  Social  Sci- 

ence and  Common  Things,  with  Various  Illustrations  of  the 
Principles  and  Practice  of  Primary  Education,  as  adopted  iu 
the  Model  and  Training  Schools  of  Great  Britain,  pp.  434. 
Hartford,  1880. 

2.  Breiden,  J.     Theoretisch-praktische   Anleitung  fur  den   An- 

schauuiigs  Uuterricht.     Essen,  1880. 

3.  Calkins,  N.  A.     Primary  Object  Lessons.     New  York,  1861. 

See  his  manual  of  object  lessons,  1882. 

4.  Delbriick,  J.     Les  Recreations  instructives  sur  les  animaux,  les 

arts  et  metiers,  1'agriculture,  1'industrie,  les  sciences  et  autres 
sujets  varies,  pp. :  T.  i,  252;  T.  ii.,  248.  Paris.  12  Tableaux 
synoptiques  colories. 

Many  bright-colored  pictures  for  children,  instanced  as  a  favora- 
ble sample  of  French  picture-books  for  children. 

5.  Denzel's  Entwurf  des  Anschauungs  Unterrichts  in  katecheti- 

scher  Gedankenfolge.    pp.  388.     Altona,  1879. 

6.  Dietlein,  R.     Der  vereinigte  Anschauungs-Sprech-Schreib-Lese- 

Unterricht  auf  der  Unterstufe.     Wittenberg,  1879. 

7.  Duessing,  6.     Der  Anschauungs  Unterricht  in  der  deutschen 

Schule.  Von  A.  Comenius  bis  zur  Gegenwart.  pp.  152. 
Frankenberg,  1885. 

A  valuable  historical  pamphlet. 


OBJECT   LESSONS.  107 

8.  Fuhr,  J.  H.,  und  Ortmann,  J.  H.  Der  Anschauungs  Unterricht 
in  der  Volksschule.  Oder:  Anschauen,  Denken,  Sprechen  und 
Schreiben  zur  Begriindung  der  liealien,  des  Styls  und  der 
Grammatik.  Dillenburg,  1876. 

0.  Grant,  Horace.  Exercises  for  the  Improvement  of  the 
Senses,  and  Providing  Instruction  and  Amusement  for  Chil- 
dren who  are  too  Young  to  Learn  to  Read  and  Write.  18mo. 
London. 

10.  Richter,  K.     Der  Anschauungsunterricht  in  den  Elementar- 
klassen.    pp.  214.     Leipzig,  1875. 

A  prize  essay. 

11.  Ross,  Mary  Ann.     How  to  train   Young  Eyes  and   Ears: 
being  a  Manual  of  Object  Lessons  for  Parents  and  Teachers. 
London. 

12.  Sheldon.     Lessons  on  Objects.     New  York. 

13.  Schmidt,  P.  V.     Die  Geschichte  des  Anschauungsunterrichtes. 
pp.   254-327.     ii.   Bd.      C.   Kehr,  Geschichte  der  Methodik. 
Gotha,  1879. 

Very  interesting  and  scholarly,  and  rather  supplementary  than 
covering  the  same  ground  as  Duessing.    [XIX.  6.] 

14.  SBder,  H.     Veranschaulichung  der  Zeiteintheilung  (zwei  col- 

orirte  Tafeln).  P^in  Lehrmittel  zum  Anschauungs-Unterrichte 
in  Elementarschulen,  Volksschulen,  Taubstummen-Anstalten, 
Idiolen-Anstalten,  Schulen  flir  Schwachbefahigte,  Kindergar- 
ten, etc.  Wien,  1874. 

A  curious  bit  of  toy  apparatus  of  paper  and  pasteboard. 

15.  Treuge,  J.     Der  Anschauungs-Unterricht.     Seine  theoretische 

Begriindungund  und  praktische  Ausfiihrung.     Miinster,  1879. 

16.  Welch.     Object  Lessons.     New  York. 


108  PEDAGOGICAL  LITERATURE. 

17.  Wille.     Veranschaulichungs-Apparate.     pp.  109.      Desitzsch, 

1870. 

Number  lessons  only. 

18.  Willson,  M.     Manual  of   Information  and   Suggestions   for 
Object    Lessons,    in    a    Course    of    Elementary   Instruction. 
Adapted  to  the  Use  of  the  School,  and  Family  Charts,  and 
Other  Aids  in  Teaching,     pp.  336.     New  York. 

19.  Wrage,  C.     Denzel's  Entwurf  des  Anschauungs-Unterrichtes 

in   Katechetischer   Gedankenfolge.      Praktische    Ausgefiihst. 
Altona,  1879. 

See  also  many  titles  bearing  on  this  topic,  under  the  headings  Primary 
Classes,  and  science  teaching,  elementary  mathematics,  geography,  etc. 
See  also  chapters  and  sections  on  this  topic  in  nearly  all  the  pedagogical 
treatises  and  the  history  of  object-lesson  methods  from  Bacon,  Comenius, 
and  Locke,  to  Pestalozzi  and  Froebel. 


WRITING.  109 

XX. 
WRITING. 


1.  Dietlein,  H.  R.     Wegweiser  fur  den  Schreibunterricht.     Leip- 

zig, 1876. 

2.  Ferbers,  J.  H.,  und  Nienhaus,  H.     Anleitung  zur  Ertheilung 

eines  griindlichen  Unterriclits  iiu  Schon-  und  Schnellschreiben 
der  deutschen  und  englischen  Cuvrentschrift  nach  der  Takt- 
schreib-Methode.  Berlin,  1879. 

3.  Hesse.      Der  Schreibunterricht.      Ein   Versuch,   die   Methode 

dieses  Unterrichtsgegenstandes  auf  Psychologic  zu  basiren. 
Schweidnitz,  1860. 

4.  Hillardt,  F.  K.     Der  Schreib-tinterricht  nach  der  stigmograph- 

ischen  Methode  fur  Elementar-unterricht.  pp.  28.  Wien, 
1873. 

The  best  exposition  of  the  dot-method  of  guidance  in  forming 
and  teaching  script  characters. 

5.  Kaplan,  H.      Katechismus   des   Schreibunterrichts.     pp.    131. 

Leipzig,  1877. 

6.  Metzner,   A.      Der   Schbnschreibunterricht    im    Dienste    des 

deutschen  Sprauchunterrichtes.     pp.  89.     Wien,  1881. 

Introducing  the  prescribed  uniform  orthography. 

See  additional  reference  on  writing  in  XVIII.  and  XI.    This  topic  is 
very  seriously,  and  often  almost  professionally,  taught  in  German  schools. 


110  PEDAGOGICAL   LITERATURE. 

XXI. 

NUMBER   AND   ELEMENTARY  MATHEMATICS. 

1.  Bohme,  A.     Anleitung  zum  Unterricht  im  Rechnen.     pp.  387. 

1879. 

A  very  detailed  and  much-used  handbook  of  methods.  See  also 
as  models  of  cheapness  his  series  of  school  arithmetics,  each  contain- 
ing thousands  of  examples,  and  costing  hut  a  few  pennies. 

2.  Bohm,  J.     Die  zeichnende  Geometrie.     Yorschule  filr  Geome- 

trie  uud  techisches  Zeiclmen.     Niiniberg,  1878. 

3.  Bopp,  Carl.      Anschaulichen    Unterricht    in  dem   metrischen 

System,     pp.  46.     llavensburg,  1872. 

4.  Braeutigam,  H.     Methodik  des  Rechen-Unterrichtes  auf  den 

ersten  Stufen  mit  Hilfe  von  Tillich's  Rechen-Kasten.     pp.  77. 

Wien,  1878. 

An  elementary,  applicable  only  to  this  simple  and  ingenious 
block-method,  of  the  capabilities  of  which  it  is  the  best  illustration. 

5.  Bretschneider.     Die  Geometrie  und  die  Geometer  vor  Eukei- 

des.      Leipzig,  1870. 

Contains  educational  hints. 

6.  Buttner,  A.     Der   Rechenunterricht  in   der  Elementarscljule. 

Stolp,  1871. 

7.  Chasles,  M.     Apercu  historique  sur  1'origine  et  le  developpe- 

ment  des  methodes  en  Geometrie.     pp.  572.     Paris,  1875. 

A  learned  and  not  primarily  educational  work,  but  contains  much 
matter  of  rra?tical  value  to  teachers. 


NUMBER   AND  ELEMENTARY   MATHEMATICS.      Ill 

8.  Colburn,  Z.     A  Memoir,  written   by  himself,   containing  an 

account  of  the  first  discovery  of  his  remarkable  powers ;  his 
travels  in  America,  and  his  residence  in  Europe ;  a  history  of 
the  various  plans  devised  for  his  patronage ;  his  return  to  this 
country,  and  the  causes  which  led  him  to  his  present  profes- 
sion ;  with  his  peculiar  methods  of  calculation,  pp.  204. 
Springfield,  Mass.,  1883. 

9.  Davies,  Chas.     The  Logic  and  Utility  of  Mathematics,  with  the 

Best  Methods  of  Instruction  explained  and  illustrated,  pp. 
375.  New  York,  1850. 

10.  Fialkowski,  N.     Die   zeichnende  Geometric  oder  Anleitung 

zum  Zirkelzeichnen  fur  Ackerbauschulen.     Wien,  1879. 

With  many  illustrations. 

11.  Giesing,  C.  J.     Patent-Rechenapparat.     Nebst  Anweisung  z. 
Gebrauch.     8.     pp.  80.     Dobeln,  1885. 

12.  Gerhardt,  C.  J.    Geschichte  der  Mathematik  in  Deutschland. 

Minethen,  1877. 

Some  educational  matter. 

13.  Gopfert,  E.     Der  Rechenunterricht  in  den  drei  ersten  Schul- 
jahren.     Dargestellt  im  Auftrage  des  padagogischen  Seminars 
an  der  Universitat  (Jena).     Eisenach,  1877. 

14.  Grohmann,  E.     Das  Rechnen  in  neuer  Form.     Wien,  1875. 

15.  Grube,  A.  W.     Leitfaden  fur  das  Rechnen  in  der  Elementar- 
schule  nach  den    Grundsatzen   einer   heuristischen   Methode. 
pp.  138.     Sixth  edition.     Berlin,  1881. 

A  very  important  work.  The  book  which  introduced  the  system, 
named  from  the  author,  confining  the  first  number-work  to  ten,  etc.; 
lately  translated  and  published  in  New  York  (S.  R.  Winchell  &  Co.) 
under  the  title  of  Grube's  Method.  See  also  Soldan,  Louis.  Grube's 
Method.  Two  essays  on  elementary  instruction  in  arithmetic,  with 
practical  hints  and  illustrations  for  primary  teachers,  pp.  44.  Chicago. 
See  also  Mace,  Jean.  Grandpapa's  Arithmetic,  or  the  Story  of  Two 
Little  Apple  Merchants,  pp.  142.  New  York. 


112  PEDAGOGICAL   LITERATURE. 

1G.  Hooper,  W.  •  Rational  Recreations,  in  which  the  Principles  of 
Numbers  and  Natural  Philosophy  are  clearly  and  rationally 
elucidated  by  a  series  of  easy,  entertaining,  interesting  experi- 
ments, among  which  are  all  those  commonly  performed  with 
cards.  4  vols.  Illustrated.  London,  1787. 

17.  Janicke,   E.      Der    Rechenunterrichte    in    der    Volksschule. 

Gotha,  1879. 

See  also  his  Geschichte  cles  Rechenunterrichts  in  Kehr's  Geschichte 
der  Methodik.  Bd.  i.  pp.  780.  A  valuable  and  convenient  compend. 

18.  Lindner,  G.   A.     Rechnen   in    Bildern.     Zehn    Blatter  nebst 

erlauternden  Texte.     Wien,  1875. 

A  clever  synthesis  of  several  systems,  on  the  basis  of  the  "  Rus- 
sian System."  The  charts  are  all  ready  for  schoolroom  use. 

19.  Losser,  J.     Das  Kopfrechnen  in  den  deutschen  Schulen.   Wein- 
•  heim,  1874. 

20.  Mausberger,  C.  T.     Das  erste  Rechnen  in  Schule  und   Haus. 
pp.  24.     Glauchan, 1874. 

An  explanation  of  the  use  of  the  Russian  reckoning  apparatus, 
lately  introduced  into  this  country  in  several  systems  of  number- 
charts,  but  not  in  its  original  form,  e.y.,  iu  Parker's  arithmetical 
charts. 

21.  Parks,  Uriah.     Lectures  on  the  Philosophy  of  Arithmetic,  and 
the  Adaptation  of  that  Science  to  the  Business  Purposes  of 
Life ;  witli  numerous  problems,  curious  and  useful,  solved  by 
various  modes ;  with  explanations  designed  to  make  the  study 
and  application  of  arithmetic  pleasant  and  profitable  to  such 
as  have  not  the  aid  of  a  teacher,  as  well  as  to  exercise  advanced 
classes  in  schools,     pp.  395.     Philadelphia,  1855. 

22.  Quitzow,  W.  A.     Die  Reform  im  Rechenunterricht.     Giis- 
trow,  1879. 

23.  Schaehle,  F.  G.     Der  erste  Rechenunterricht.     pp.  76.  Wien, 

1876. 

A  teacher's  text-book. 


NUMBER   AND    ELEMENTARY   MATHEMATICS.         113 

21.  Scherer,  G.    Andeutungen  zur  Ertheilung  des  Rechenunter- 
richts  in  der  Volksschule.     Tauberbischofsheim,  1873. 

25.  Schmidt,  W.     Der  Rechenunterricht  in  der  Volksschule.    Ein 
Handbuch  fiir  den  Lehrer.     Wittenberg,  1876. 

2G.  Schubert,  K.     Das  Dezimalrechnen  in  den  tinterren  3  Klas- 
sen  der  Volks-iind  Biirgersschulen.     Ein  Beitriig  zur  Metbodik 

des  Rechenunterrichtes.     Wien,  1877. 

27.  Schubert,  K.     Das  Flachenmodell  beim  Unterrichte  in'der 
geometriscben  Formenlehre.     pp.  47.     Wien,  1879. 

A  method  of  elementary  geometry. 

28.  Schiitze,  E.  T.     Praktische  Anweisung  zur  Behandlung  der 
Bruchrechnung   und    der   biirgerlichen    Rechnungsarten    fur 
angehende  Lehrer.     Zugleich  ein  ausgefiihrter  Lehrgang  in  G 
Kreisen.     Leipzig,  1877. 

29.  Schurig,  G.     Geschichte  der  Methode  der  Raumlehre  im  deut- 
scheu  Volksschuleunterrichte.     Kehr's  Geschichte  der  Metho- 
dik.    Bd.  i.     pp.  400. 

Very  good. 

30.  Stoy,  H.     Zur  Geschichte  der  Rechenunterrichts.     Jena,  1876. 

31.  Stubba,  A.     Anweisung  fiir  den  Rechenunterricht.     Leipzig, 

1875. 

32.  Stubenvoll,  G.      Kritik  der  Salbergschen  Sachrechnenmeth- 
ode.     Miinchen,  1876. 

33.  Verordung   des   konigd.  Ministeriums.      Lehrpl'ane   fiir  das 

Zeichnen  und  die  geoinetrische  Formenlehre.     pp.  33.     Wien, 
1874. 

Sanctioned  by  the  ministry  of  instruction  in  Vienna. 

34.  Villicus,  F.     Zur  Geschichte  der  Rechenkunst  mit  besonderer 

Riicksicht  auf    Deutschland  und  Osterreich.     Enthallend  25 


114  PEDAGOGICAL   LITERATURE. 

Illustrationen   und  zwei  Tabellen.     Vergleichende  Zusamen- 
stellungen  von  Zahlwortern  aus  59  Sprachen.    pp.  100.    Wien, 

1883. 

Describes  the  number-signs  and  systems  of  ancient  peoples,  and 
the  kinds  of  apparatus  used  iu  teaching.  A  work  of  much  historical 
value. 

35.  Wittstein,  J.     Die  Methode  des  mathematischen  Unterrichts. 

Nebst  Proben  einer  schulmiissigen  Behandlung  der  Geometric. 
•Hannover,  1879. 

36.  Index  Method.     Pedagogics  of  Mathematics.     Jahrbuch  u'ber 

die   Fortschritte   der   Mathematik,  v.  C.  Ohrlmann.     15  Bd. 
'  Berlin,  1885. 

See  also  additional  literature  under  XVIII.,  above ;  also  the  gen- 
eral pedagogics. 

See  also  a  forthcoming  work  by  T.  H.  Safford,  professor  of  mathe-^ 
matics  in  Williams  College,  entitled  "  Mathematical  Teaching,  and  its 
Modern  Methods,"  to  be  probably  of  high  pedagogic  value,  as  the  result 
of  wide  reading  and  long  and  varied  experience.  The  methods  of  teaching 
elementary  mathematics,  which  have  occupied  so  much  time  in  American 
schools,  as  well  as  the  order  of  mathematical  studies,  are  now  undergoing 
a  slow  modification. 


KEADING   IN    HIGHER   CLASSES.  115 


XXII. 

READING  (HOW  AND  WHAT)  IN  HIGHER  CLASSES, 
INCLUDING  VERNACULAR  LANGUAGE-STUDY  AND 
COMPOSITION-WRITING. 

1.  Bumuller  und  Schusler.     Das  Lesebuch  in  der  Volksschule. 

Freiburg,  1861. 

2.  Biittner,   A.      Der    Sprachunterricht   in    der  Oberklasse    der 

Volksschule.      Die  Behandlung  des   Lesebuch,  nachgewiesen 
an  80  Lesestiicken.     Berlin,  1875. 

3.  Cholevius,  L.     Praktische  Anleitung  zur  Abfassung  deutscher 

Aufsiitze.     Leipzig,  1878. 

4.  Cholevius,  L.     Dispositionen  und   Materialien   zu  deutschen 

Aufsatzen  iiber  Themata  fur  die  beiden  ersten  Klassen  hoherer 
Lehranstalten.     Leipzig,  1880. 

5.  Diesterweg,  F.  A.  W.      Anleitung  zum  Gebrauch  des  Schul- 

Lesebuches.     Crefeld,  1836. 

6.  Diesterweg,  F.  A.  W.     Beitrage  zur  Begriindung  der  hoherer 

Leselehre.     Crefeld,  1859. 

7.  Engelien,  A.     Sammlung  von  Musteraufsatzen  fiir  die  Mittel- 

klassen  hoherer  Knaben-  und   Miidchenschulen   und  fiir  die 
oberen  Klassen  gehobener  Volksschulen.     Berlin,  1879. 

8.  Fischer,  E.     Die  Grossmacht  der  Jugend-  und  Volksliteratur. 

pp.  512.     Am  Walde  bei  Wien,  1877. 

Mainly  titles,  followed  by  descriptions  of  select  literature  for 
children  and  youth.  See  also  G.  W.  Hopf ,  Mitheilungen  ueber  Jugend 
Schriften.  Fursb,  1856.  In  this  country,  B.  G.  Northrup,  and  others, 
have  collected  lists  of  favorite  juvenile  reading.  See  a  pamphlet 
reprint  from  the  Pall  Mall  Gazette,  entitled  The  Best  Hundred 
Books,  as  selected  by  many  writers.  1886. 


116  PEDAGOGICAL    LITERATURE. 

9.  Green,  S.  S.     Libraries  and  Schools,    pp.  126.     N.  Y.  1883. 

With  introduction  by  C.  F.  Adams,  Jr.  See  also  W.  E.  Foster's 
Libraries  and  Headers,  which  is  rich  in  suggestiveness.  N.  Y.  1883. 
Also  K.  Fisher,  The  Proper  Use  of  School  Libraries,  pp.  12.  Sacra- 
mento, 1881. 

10.  Greenwood,  T.     Public  Libraries,     pp.  456.     London,  1886. 

11.  Hall,  G.  Stanley.     School  Reading,  How  and  What. 

A  forthcoming  pamphlet. 

12.  Herzog,  D.  G.     Stoff  zu  stilistischen  Uebungen  in  der  Mut- 
tersprache.     Fur  obere   Klassen  von    Gymnasien  und  hohere 
Lehranstalten.     Braunschweig,  1879. 

13.  Hiecke,  R.  H.     Der  deutsche  Unterricht  auf  deutschen  Gym- 
nasien.    Leipzig,  1842. 

14.  Kehr,    C.      Theoretisch-praktische    Anweisung    zur   Behand- 
lung   deutscher   Lesestiicke.      Ein    praktischer  Lehrgang  fiir 
den  deutschen  Sprachunterricht  in  einer  ungetheilten  Volks- 
schule.     Gotha,  1878. 

15.  Laas,  E.     Der  deutschen  Unterricht  auf  hoheren  Lehranstal- 

ten.    Berlin,  1872. 

By  the  late  distinguished  positivistic  professor  of  philosophy  at 
Strassburg,  who  was  for  years,  during  the  early  part  of  his  life, 
engaged  in  gymnasial  work. 

16.  Laas,  E.     Der  deutsche  Aufsatz   in   den  oberen  Gymnasial- 
klassen.     2  vols.     Berlin,  1877-8. 

This  and  the  preceding  are  among  the  very  best  works  on  teach- 
ing the  vernacular. 

17.  Lange,  O.     Das  deutsch  Lesebuch  als  Mittepunkt  der  Lehr- 

stoffe  und  Lehrkunst. 

A  much-read  contribution  to  the  subject. 


HEADING   IN    HIGHER   CLASSES.  117 

18.  Miiller,  J.     Die  Auswahl  des  Lesebuchstoffes.     1'lauen,  1878. 

A  very  important  topic,  not  yet  satisfactorily  treated. 

19.  Otto,  F.     Anleitung  das  Lesebuch  als  Grundlage  und  Mittel- 
punkt  eines  bildenden  Uuterrichts  in   der  Muttersprache  zu 
behandelu.     Leipzig,  1873. 

20.  Rudolf,   L.      Practisches   Handbuch   fiir  den   Unterricht   in 
deutschen  Stiliibungen.     Berlin,  1880. 

21.  Schoene,  Gust.     Griechische,  romische,  deutsche  Mythen  u. 

Sagen  f.  den  Unterricht  in  den  unteren  u.  mittleren  Klassen 
hoherer  Schulen.     7  Aufl.  8.     64  S.     Iserlohn,  1885. 

22.  Seemiiller,    J.     Die    Sprachvorstellung   als   Gegenstand   des 
deutschen  Unterrichts.     pp.  32.     Vienna,  1885. 

23.  Shedd,  W.   G.  T.     The   Influence   and   Method  of  English 
Studies,  and  Other  Papers  in  his  Literary  Essays.     1879. 

24.  Trauer,  L.     Die  Verwendung   des   deutschen    Lesebuchs  fur 

den    deutschen   Unterricht   im   Gymnasien  und  Realschulen. 
pp.  106.     Schaffhausen,  1861. 

JUustrated  by  Gotzinger's  Reader. 

25.  Weiss,  K.      Religios,-sittliches    Element    in    der    deutschen- 

Sprache  und   Literatur  in  weiblichen  Fortbildungsanstalten. 
Erfurt,  1876. 

26.  Winsor,  J.,  and  Robinson,  O.  H.     College  Libraries  as  Aids 
to  Instruction.     Boston,  1881. 

Circulars  of  information  of  the  Bureau  of  Education,  No.  1, 1880. 
See  also  document  of  the  department,  entitled  Library  Aids,  1881. 

This  topic  is  attracting  very  wide  and  serious  attention.  The  great 
interest  excited  among  teachers  during  the  last  few  years  on  how  to  teach 
reading,  seems  passing  to  the  later  question  of  what  to  teach.  See  also  the 
works  in  XI.,  and  the  pedagogics. 


118  PEDAGOGICAL  LITERATURE. 

XXIII. 
RHETORIC  AND  ELOCUTION. 

1.  Bacon,  A.   M.     A  Manual  of  Gesture,     pp.   260.     Chicago, 

1873. 

A  curious  and  interesting  theory. 

2.  Behnke,  E.     The  Child's  Voice. 

3.  Delaumosne,  M.  1'Abbe.     The  Art  of  Oratory,  System  of 

Delsarte.     Translated  by  F.   A.   Shaw.     pp.  170.     Albany, 

1882. 

Delsarte  liad  great  personal  influence  upon  his  pupils,  but  pub- 
lished little.  Prof.  Munroe,  the  well-known  elocutionist,  shows  his 
influence  in  his  later  work.  See  also  G.  Stebbins'  Delsarte  System  of 
Dramatic  Expression,  with  Charts. 

4.  Durant,  Ghislani,  M.D.,  Ph.D.     Hygiene  of   the  Voice,     pp. 

188.    New  York,  1879. 

5.  Cohen,  J.  Soils,  M.D.     The  Throat  and  the  Voice,     pp.  159. 

Philadelphia,  1879. 

6.  Farrar,  J.,  M.D.     The  Human  Voice,    pp.  256.     London,  1881. 

7.  Frobisher,  J.  E.     Acting  and  Oratory,    pp.  415.    New  York, 

1879. 

8.  Holmes,  Gordon.    Vocal  Physiology  and  Hygiene,    pp.  266. 

London,  1879. 

9.  Hullah,  J.     The  Cultivation  of  the   Speaking  Voice,     pp.  64. 

Oxford,  1870. 

10.  Kirby,  E.  N.     Vocal  and  Action  Language,     pp.  167.     Bos- 
ton, 1865. 


RHETOETC   AND   ELOCUTION.  119 

11.  Lunn,  Charles.     The  Philosophy  of  the  Voice,    pp.  92.    Lon- 

don, 1875. 

12.  Seller,  B.     The   Voice  in   Speaking.     Translated,     pp.  164. 

Philadelphia,  1875. 

13.  Sandland,  J.  P.     The  Voice,  and  Public  Speaking,     pp.  182. 
London,  1879. 

See  also  Le  Goure,  Art  of  Reading;  A.  J.  Ellis,  Speech  in  Song,  and 
other  works;  A.  M.  Bell,  Principles  of  Elocution;  and  Sir  Charles  Bell, 
Anatomy  and  Philosophy  of  Expression.  In  Bell's  visible  speech,  see 
topic,  Sounds  and  their  Relations.  Mallory's  admirable  Study  of  the  Ges- 
ture Language  of  the  North  American  Indians,  in  the  Reports  of  the  Bureau 
of  Ethnology,  the  study  of  gesture -speech  of  infants,  and  philological 
theories  like  that  of  Noire',  and  the  literature  of  deaf-mutism,  are  sugges- 
tive. See  also  Progression  of  Schools  for  Actors,  and  the  journal  entitled 
The  Voice,  published  by  E.  S.  Werner,  New  York. 


120  PEDAGOGICAL   LITER ATURE. 

XXIV. 
MUSIC   AND   SINGING. 

1.  Bagge,  S.     Ueber  das  Verhaltniss  der  Musik  zur  Religion  und 

zum  christlichen  Cultus.     Basel,  1876. 

Good. 

2.  Baumert,   L.      Der    Gesang-Unterricht    in    der    Volksschule. 

Lowenberg,  1869. 

3.  Brandt,  M.  G.  W.     Die  erziehliche  Bedeutung  des  Gesanges. 

Hannover,  1875. 

Suggestive. 

4.  Bryant,  William  Cullen.     Prose    Writings.     2  vols.     N.  Y., 

1884. 

Music  in  the  public  schools. 

5.  Curwen,  John.     The  Teacher's  Manual  of   the   Tonic   Sol-fa 

Method,     pp.  392.     London,  no  date. 

Applies  pedagogical  principles  from  a  wide  range  of  authors  to 
methods  in  a  very  suggestive  way.  The  author  is  the  chief,  and,  next 
to  Miss  Glover,  the  first,  to  elaborate  tonic  sol-fa  methods,  so  widely 
adopted  in  England,  for  schools. 

6.  Curwen,  John.     Musical  Theory,     pp.  867.     London,  no  date. 

Educational.  See  also  his  very  suggestive  "How  to  Observe 
Harmony."  pp.  131.  Also  his  series  of  three  large  tracts  on  musical 
statics. 

7.  Drath,  T.     Der  Gesanglehrer  und  seine  Methode.    Berlin,  1875. 

8.  Prank,  O.     Geschichte  der  Tonkunst.     Leipzig,  1878. 

Contains  educational  matter. 


MUSIC    AND    SINGING.  121 

9.  Grell,  F.     l)er  Gesangunterriclit  in  der  Volksschule.     Leipzig, 

1879. 

10.  Helm,   J.      Die   Entwickelung   des   Gesangunterrichtes.      In 

Kehr's  Geschichte  der  Methodik.     Bd.  2.     pp.  204. 

Very  valuable. 

11.  Hullah,  John.     Time  and  Tune   in  the  Elementary  School. 

A  New  Method  of  Teaching  Vocal  Music.     12mo.     pp.  188. 
London,  1877. 

12.  Hennes,  A.     Die  Musik  und  die  musikalische  Erziehung  der 

Jugeud.     Berlin,  1878. 

Good. 

13.  Htiffer,  F.     Die  Poesie  in  der  Musik.     Leipzig,  1875. 

14.  Jeltsch,  M.     Der  Gesangunterricht  in  der  Volksschule,  wie  er 

sein  muss,  um  die  Kinder  zu  sinngemassem  Vortrage  und  zum 
Singen  nach  Xoten  zu  bringen.     Breslau,  1878. 

15.  Koch,  E.  E.     Geschichte  des  Kirchenlieds  und  Kirchengesangs 

der    christlichen    insbesondere   der  deutschen   evangelischen 
Kirche.     Stuttgart,  1877. 

Contains  some  educational  matter. 

16.  Kostlein,  H.  A.     Geschichte  der  Musik  im  Umriss.     Tiibin- 
geu,  1880. 

17.  Kothe,  B.     Vademecum  fiir  Gesanglehrer.     Eine  Zusammen- 

stellung  des  Theoretischen  und  Methodischen   in  Bezug  auf 
Gesang  und  Gesangunterricht.     Breslau,  1880. 

18.  Kiister,  H.     Methode  fiir  den   Unterricht   im   Gesange   auf 
hb'heren  Schulanstalten.     Berlin,  1868. 

19.  Mair,  F.     Kurzgefaste  Geschichte  des  Gesanges.     Der  Gesang 

in  der  Schule.     pp.  26.     Wien,  1881. 

A  public  lecture. 


122  PEDAGOGICAL   LITERATURE. 

20.  Merling,  J.     Der  Gesang  in  der  Schule,  seine  Bedeutung  und 
Behandlung  zur  Forderung  musikalischer  Einsicht  und  reli- 
gios-asthetisch-gemuthlicher  Bildung.     Leipzig,  1856. 

21.  Musiol,  R.     Katechismus  der  Musikgeschichte.    Leipzig,  1877. 

22.  Nerrlich,  C.   G.      Die    Gesangkunst   physiologisch,  psycholo- 

gisch-asthetisch  und  padagogisch  dargestellt.     Leipzig,  1865. 

Good. 

23.  Reichelt,  G.     Gesanglehrer  und  Gesangunterricht  der  Volks- 
schulen.     Leipzig,  1874. 

24.  Riemann,  H.     Musikalische  Logik.     Hauptziige  der  physiolo- 
gischen  und  psychologischen  Begriindung  unseres   Musiksys- 
tems.     Leipzig,  1875. 

Very  valuable. 

25.  Riemann,  H.     Ueber  das  musikalische  Iloren.     Leipzig,  1874. 

26.  Schlecht,  R.      Geschichte  der  Kirchenmusik.      Regensburg, 

1879. 

Many  educational  hints  on  the  qualities  of  music. 

27.  Schroder,  H.     Die  erste  Anregung  des  Musiksinnes.     Berlin, 
1873. 

Good  psychological  discriminations. 

28.  Sering,  F.  W.      Die  Kunst  des  Gesanges  in  der  Elementar- 
schule,  Methodschule,  Hoheren  Zoehlerschulen,  etc.     Leipzig, 
1879. 

The  author  has  written  several  other  small  pamphlets  on  the  sub- 
ject; all  good. 

29.  Tomlins,   W.   L.      On   the    Training   of   Children's   Voices. 

Introduction  by  Theodore  Thomas.     In  Century,  June,  1883. 


MUSIC   AND   SINGING.  123 

30.  Steinitzer,  M.     Ueber  die   psychologischen    Wirkungen   der 
musikalischen  Formen.     pp.  130.     Mliiichen,  1885. 

Very  valuable. 

31.  Wackernagel,  P.     Das  deutsche  Kirchenlied  von  der  altesten 
Zeit  bis  zu  Anfang  des  17.  Jahrhunderts.     Leipzig,  1877. 

32.  Widmann,   B.     Die    Methode   des   Schul-   und   Chorgesang- 

Unterrichts  in  ihrer  geschichtlichen  Entwickelung  nach  Quel- 
len  dargestellt.     Leipzig,  1878. 

Cf.  histories  of  music  by  Ambros,  Brendel,  Burney,  Dommer, 
Fetis,  Kiesewetter,  Nohl,  and  Roekstro.  Also  Grove's  Dictionary  of 
Music  and  Musicians. 

On  few,  if  any,  topics  of  instruction,  have  American  teachers  more 
to  learn  from  their  German  fellow-workers  than  on  this  topic.  Here,  only 
beginnings  have  so  far  been  made,  although  beginnings  now  quite  hopeful, 
because  the  basis  of  musical  distinctions,  which  recognizes  as  wide  differ- 
ences between  good  and  bad  in  music  as  in  literature,  is  now  becoming 
apparent. 


124  PEDAGOGICAL   LITERATURE. 

XXV. 

RELIGIOUS   EDUCATION. 

1.  Abbot,  E.  A.     Hints  on  Home  Teaching. 

Contains  an  admirable  chapter  on  religious  training  in  the  home. 

2.  Adler,  Felix.     Ein  Problem  der  Religionsgeschichte.  Jahrbuch 

fiir  wis.  Padagogik.     1879. 

Some  educational  bearings. 

3.  Alden,  J.     Handbook  on    Teaching.     N.  Y.  Methodist   Book 

Concern. 

A  guide  for  Bible  teachers. 

4.  Anon.       Auserlesene     biblische     Historien     fiir    evangelische 

Schulen.     3  Theile.     pp.  354,  117.     Giitersloh,  1879. 

Includes  Old  and  New  Testament,  and  the  history  of  the  Church, 
from  the  apostolic  time  to  the  present.  A  sample  German  text-book. 

5.  Areiiz,  W.     Praktische  Vorschlage  zur  Reform  des  Religions- 

unterrichtes  an  den  Gymnasium  urid  ahnlichen  hoheren  Lehr- 
anstalten.     pp.  42.     1882. 

Pleads  for  a  central  position  for  religious  teaching  in  these  insti- 
tutions on  psychologic  grounds,  and  because  classical  antiquity  is 
isolated  without  religious  instruction,  which  should  be  so  organized  as 
to  fulfil  its  normal  function  of  mediating  between  ancient  and  modern 
culture.  After  the  catechism,  for  which  the  author  pleads  against 
many  objectors,  he  would  introduce  a  chrestomethy,  or  reader,  made 
of  selections  from  the  Church  Fathers,  somewhat  on  the  plan,  per- 
haps, of  the  book  of  mediaeval  Latin  hymns  proposed  by  Professor 
Marsh  for  a  position  beside  Horace  and  Juvenal  in  curricula. 

6.  Arnold,    M.      The    Great   Prophecy   of    Israel's   Restoration. 

Isaiah,  chaps.  40-66.     pp.  65.     London,  1875. 

Bible  matter  suggested  for  use  in  secular  schools. 


RELIGIOUS    EDUCATION.  125 

7.  Arnold,  M.     Literature  and  Dogma,     pp.  316.     Boston,  1874. 

Contains  educational  matter.    See  also  his  God  and  the  Bible,  a 
review  of  Objections  to  Literature  and  Dogma.    London,  1875. 

8.  Arnold,  T.     Sermons  preached  in  the  Chapel  of  Rugby  School, 

with  au  Address  before  Confirmation,     pp.  284.     New  York, 
1846. 


9.  Behrends,  A.  J.  F.     What  Place,  if  any,  is  Religion  entitled 

to   in   our  System  of    Public  Education?     pp.  27.     Boston, 

1882. 

10.  Bondi,  E.     Leitfaden  zum  Religionsunterricht. 

A  good  specimen  of  a  course  for  Hebrew  children. 

11.  Bormann,  K.     Bilder-Tafeln  zum  Gebrauch  beim  Unterricht 
in  der  biblischen  Geschichte  und  Alterthumskunde.     16  x  21 
inches.     Berlin. 

Claims  to  be  archrcologically  correct.     See  also  other  series  of 
Biblical  charts,  by  Helmert  and  Kentsch.    Leipzig,  1885. 

12.  Billiard,  Asa.     Fifty  Years  with  the    Sabbath    Schools,     pp. 
346.     Boston,  1876. 

13.  Buschmann,  C.     Der  Religion sunterr.  u.  d.  religiose  Memo- 
rierstoff  im  Dienste  der  Uebiirdung.     pp.  16.     Glauchau. 

14.  Candler,  W.  A.      The  History  of   Sunday-schools,     pp.  149. 
New  York,  1880. 

15.  Clarke,  J.  F.     The  Ten  Great  Religions,     pp.  509.     Boston, 
1873. 

Contains  many  educational  allusions. 

16.  Cobb,  F.  P.     Religious  Duty.     pp.  311.     Boston,  1883. 

I.  Religious  offences;  II.  Religious  faults;  III.  Religious  obliga- 
tions. 


126  PEDAGOGICAL,  L1TEUATUKE. 

17.  Dibeliua,  F.     Der  Kindergotteadienst.     Leipzig,  1881. 

A  proposition  of  the  Congress  of  Inner  Missions  to  abolish  the 
term  "Sunday-school,"  and  to  use  in  its  place  the  above  term,  "divine 
services  for  children,"  and  to  adopt  a  method  of  teaching  in  small 
groups. 

18.  Diekmann,    C.      Der   biblische   Geschichtsunterricht    in   der 

Volksschule.     Leipzig,  1878. 

19.  Diman,   J.    L.     Religion    in   America,   in  his   Orations   and 
Essays.     Boston,  1882. 

20.  Farrar.     Seekers  after  God. 

Pedagogic  hints. 

21.  Frothingham,  O.  B.     The  Child's  Book  of  Religion. 

Contains  unusual  and  suggestive  material. 

22.  Gall,  James.     The  End  and  Essence  of  Sabbath-school  Teach- 
ing.    Edinburgh,  1827. 

One  of  the  earliest  thoughtful  books  on  the  subject. 

23.  Gannet,  W.  C.     A  Chosen  Nation.     The  Childhood  of  Jesus. 

Specimen  free  religious  text-books.  Both  titles  designating  series 
of  small  books. 

24.  Gattermann,  H.     Die  Frage  iiber  den  padagogischen  \Verth 
und  Gebrauch  der  biblischen  Bilder,  vom  asthetisch-psycholo- 
gischen  Standpunkte  betrachtet.     Delitzsch,  1879. 

25.  Gneist.     Die  confessionellen  Schulen.     Berlin,  1869. 

From  an  administrative  standpoint. 

26.  Gregory,  J.  M.     Seven-  Laws  of   Teaching.     Boston.     Con- 
gregational Publishing  House. 

27.  Groser,  W.  H.     The  Young  Teacher.     An  Elementary  Hand- 
book of  Sunday-school  Instruction.     Boston. 


RELIGIOUS   EDUCATION.  127 

28.  Hall,  E.H.    First  Lessons  on  the  Bible,    pp.124.    Boston,  1883. 

Old  Testament  lessons.  A  text-book  illustrating  a  theory  of  reli- 
gious education.  See  also  his  Lessons  on  the  Life  of  St.  Paul.  pp.  114. 
Boston,  1885.  A  convenient  Sunday-school  resume. 

20.  Hall,  O.   Stanley.     The   Moral   and   Religious   Training  of 
Children.     Princeton  Rev.,  Jan.,  1882. 

30.  Hart,  J.  S.     The  Sunday-school  Idea.     Philadelphia. 

Including  a  treatment  of  method. 

31.  Haae,  H.     Lehrbuch  der  Kirchengeschichte.     Leipzig,  1867. 

See  also  Hausrath,  A.  Neutestamentliche  Zeitgeschichte.  Miin- 
chen,  1879.  These  two  may  be  cited  as  specimen  German  text-books. 

32.  Hurlbut,  J.  L.     Outline  Normal  Lessons  for  Normal  Classes, 

Assemblies,   Bible    Students,   and    Sunday-school    Teachers, 
pp.  107.     New  York,  1885. 

A  Chautauqua  text-book.  See  also  in  this  connection  the  plan  of 
the  school  of  theology  in  the  Chautauqua  University,  especially  the 
"Jerusalem  Chamber." 

33.  Keil,  C.  P.     Handbuch  der  biblischen  Archaologie.     Frank- 
furt, a.  M.  1875. 

Officially  recommended  to  teachers  of  religion  in  Germany. 

34.  Kirchner,  P.     Zur  Reform  des  Religions-Unterrichts,  Zeit  u. 

Streit  Fragen.     1877. 

A  radical  protest  against  the  present  German  system. 

35.  Koch,  E.  E.     Geschichte   des   Kirchenlieds    und   Kirchenge- 

sangs   der  christlichen,  insbesondere   der  deutschen  evangel- 
ischen  Kirche.     Stuttgart,  1878. 

See  also  Braitmaier,  H.  Das  Evan.  Kirchenlied.  An  historic 
sketch  and  a  pedagogic  method  of  teaching  hymnology  in  schools. 

36.  Lang,  John  D.     Religion   and   Education    in    America,   \\ith 

Notices  of  the  State  and  Prospects  of  American  Uiiitarianism, 
Popery,  and  African  Colonization,     pp.  474.     London,  1840. 


128  PEDAGOGICAL   LITERATURE. 

37.  Lieber,  F.     Religious  Instruction  in  Colleges,     pp.  525-33  of 
his  miscellaneous  writings. 

A  plea  for  it  on  constitutional  and  on  moral  grounds. 

38.  Manitius.     Ueber  religiose   Bildung   in  Vaterhouse.      Halle, 

1870. 

In  the  programme  of  the  Halle  Latin  School.  A  plea  that  the 
school  is  an  ideal  home,  and  with  an  extended  descriptive  bibliogra- 
phy on  the  subject. 

39.  Mehl,  H.     Gedanken  iiber  die  sittlich-religib'se  Bildung  und 

Erziehung  unserer  Jugend  und  uuseres  Volkes.     Wien,  1879. 

40.  Meredith,  R.  R.     Notes  on  the  International  S.  S.  Lessons. 

Successive  years.     Pocket  Series.     Boston. 

A  favorable  specimen  of  a  large  class  of  American  text-books. 

41.  Niederegger.     Der  Studentenbund  der  Marianischen  Sodali- 
taten   sein   Weseii  u.  Wirken    au   der   Schule.     Regensberg, 
1885. 

42.  Nissen,  J.     Unterredungen  iiber  die  biblischen  Geschichten. 
Kiel,  1878. 

43.  Redford,  R.  A.     The  Bible  the  Sunday-School  Text-Book. 

44.  Reuscher,  H.     Religions  Unterricht  auf  hb'heren  Lehranstal- 
ten.     1873. 

In  the  programme  of  the  Hitter  Academy  at  Brandenburg.  De- 
tailed directions  of  how  to  teach  Church  history,  persecutions,'  Church 
cult,  heresies  (especially  the  Arian  and  Pelagian),  Patristics  and 
Apologists. 

45.  Richter.     Die  Emancipation  der  Schule  von  der  Kirche.     A 
prize  essay.     Leipzig,  1870. 

A  plea  for  confessionless  schools. 

46.  Salzmann.     Ueber  die  wirksamsten  Mittel  Kindern  Religion 
beizubringen.     pp.  200.     Berlin,  1870. 

An  old  and  oft-cited  work  republished. 


KELIG1OUS    EDUCATION.  129 

47.  Schumann,  J.  C.  G.     Die  Kirchengeschichte  in  Lebensbildern. 

Hannover,  1880. 

48.  Steel,  Robert.     The  Christian  Teacher  in   Sunday-Schools, 
pp.  247.     London,  1867. 

49.  Steinhauser,  C.     Wegweiser  zum  Durchlesen  der  biblischen 
Geschichten  aus  den  heiligen  Schrift.     Ein  Hiilfsmittel  /.iini 
bewussteu  Erzahleu  der  biblischen  Geschichte.     Wolfenbiiltel, 
1879. 

50.  Teacher  Taught.     An  Humble  Attempt  to  make  the  Path  of 

the   Sunday-School   Teacher   Straight   and   Plain,      pp.   440. 
Philadelphia,  1861. 

51.  Teacher  Teaching.     A  Practical  View  of  the  Relations  and 

Duties  of  the  Sunday-School  Teacher,     pp.  371.     Philadelphia, 
1861. 

52.  Tenney,  E.  P.     The  New  West,  as  related  to  the   Christian 

College   and   the   Home    Missionary.      2d  edition,      pp.    73. 
Cambridge,  1878. 

53.  Tharau,  H.     Ein  Wort  zu  seiner  Zeit  fur  Sontagschullehrer. 

Bonn,  1883. 

54.  Toy,  C.  H.     History  of  the  Religion  of  Israel.     An  Old  Tes- 

tament Primer.     Boston,  1883. 

The  author  is  professor  of  Hebrew  at  Harvard  University. 

55.  Tulloch,  J.     Movements  of  Religious  Thought  in  Britain  dur- 

ing the  Nineteenth  Century,     pp.  338.     London,  1885. 

A  book  for  teachers  of  religion,  devoted  to  a  characterization 
of  many  of  the  most  effective  religious  teachers  in  England  since 
Coleridge. 

56.  Trumbull,  C.     Teaching  and  Teachers,  or  the  Sunday-school 

Teachers'  Work.     pp.  390.     Philadelphia,  1884. 

An  attempt  at  a  systematic  treatise  on  the  subject.  The  author  is 
editor  of  the  Sunday-school  Times. 


130  PEDAGOGICAL    LITERATURE. 

57.  Tuck,  R.     The  Xevv  Handbook  of  Sunday-school  Addresses, 
pp.  276.     London,  1883. 

58.  Vincent,  J.  H.     The  Chautauqua  Movement,     pp.  308.    1886. 

59.  Wangemann,  L.     Handreichung  beim  Unterrichte  der  Klei- 
nen  in  der  Gotteserkenntriss  Anweisung  zuin  Gebrauche  der 
biblischen  Geschichtea  filr  die  Elenientarstufen  mit  bildlichen 
Darstellungen  nebst  eineni  Plane  fur  den  Religions-Unterricht 
in  mehrklassigen  Schulen.     pp.  336.     Leipzig,  1882. 

60.  Waraeck,  G.     Die  Mission  in  der  Volksschule.     Guttersloh, 

1883. 

A  plea  for  connecting  instruction  in  missions  with  schoolwork  in 
geography  and  mediaeval  history.  See  also  O.  P.  Harper,  Professor- 
ship of  Missionary  Instruction  in  Theological  Seminaries.  Bibliotheka 
Sacra.  Vol.  33. 

61.  Westoott,  B.  T.     Some  Points  oa  the   Religious   Offices  o£ 

Universities.     London,  1873. 

62.  Wiedemann,  F.     Wie  ich  meinen  Kleinen  die  biblischen  Gc- 
schichten  erz'ahle.     Dresden,  1878. 

63.  Winship,  A.  E.     Methods  and  Principle. 

See  also  Object  and  Culture  Teaching,  by  H.  C.  McCook,  St.  Louis. 
Also  the  Blackboard  in  the  Sunday-school,  by  Frank  Beard.  Also  Eye  and 
Ear  Teaching,  by  \V.  F.  Crafts,  and  old-time  works  by  John  Todd  and  F.  A. 
Packard.  Cf.  also  Pres.  F.  Carter's  (Williams  Coll.)  proposition  for  a  chair 
of  Hebrew  theocracy  in  colleges,  in  his  inaugural  address.  See  especially  La 
Garde  zuin  L'nterrichts-gesetz,  and  his  Ueber  das  Verhaltniss  desdeutschen 
Staates  zur  Theologie,  Kirche  und  Religion.  See  especially  the  later  section 
on  theological  education.  See  also  Comte's  catechism.  See  also  the  text- 
books and  the  normal  class  manuals,  published  by  each  of  the  principal 
Protestant  denominations;  such  as  Preparing  to  Teach,  the  Manual  of 
the  Presbyterian  Church,  the  Normal  Class  Manual  of  the  Baptist  Church, 
etc.  Many  of  the  Catholic  text-books  and  methods,  and  calender  series 
of  stories  of  saints,  sometimes  used  in  Germany,  are  constructed  on  very 
suggestive  pedagogic  principles.  The  vast  material  now  developed  in  this 
field,  including  the  international  lesson  system,  the  Chautauqua  scheme, 
societies  for  ethioal  culture,  represented  by  the  suggestive  institution  of 


DRAWING.  181 

Felix  Adler  in  New  York,  and  his  pupils,  Mr.  Salter  in  Chicago,  and  S.  B. 
Weston  in  Philadelphia,  etc.,  all  need  tft  be  wrought  over  comparatively 
by  some  comprehensive,  philosophic,  pedagogic  mind,  full  of  reverence 
for  the  Bible,  but  open  on  all  sides  to  suggestion;  for  here,  where  the 
highest  wisdom  is  to  be  impressed  on  the  lowliest  souls,  lies  the  most  im- 
portaut,  as  it  is  the  least  adequately  treated,  of  all  pedagogic  themes. 


XXVI. 

DRAWING. 

[On  this  topic  a  few  American  and  German  text-books  believed  to  be 
representative,  but  with  no  implied  superiority  over  others  not  named,  are 
included  as  necessary  to  the  exposition  of  method.] 

1.  Art  Handbooks,  Putnan^  Series  of.     Carter,  Susan  N.,  editor. 

I.  Sketching  from  Nature  ;  II.  Landscape  Painting  in  Oil  Colors; 
III.  Flower  Painting;  IV.  Figure  Drawing;  V.  Water-Color  Painting; 
VI.  Artistic  Treatise  on  Human  Figure;  VII.  Sketching  in  Water 
Colors  from  Nature ;.  VIII.  Drawing  in  Black  and  White ;  IX.  Compo- 
sition in  Pictures. 

2.  Barnes'  Drawing  Series.    With  Manuals.    Introductory  Course ; 

Primary  Course;   Freehand  Course;  Mechanical  Course ;  Per- 
spective Course.     A.  S.  Barnes  &  Co.     New  York. 

3.  Bartholomew's   New   Drawing    Series.      Freehand   Tracing; 

Grammar  School  Course;    High  School  Course.     Potter,  Ains- 
worth  &  Co.     New  York. 

4.  Clark,  John  S.     Drawing  in  Public  Education;    the  Features 

of  the  Study  which  should  be  taught  in  Primary,  Grammar, 
and  High  Schools.     Pamphlet.     L.  Prang  &  Co.     Boston. 


132  PEDAGOGICAL  L1TERATUEE. 

5.  Collins,  Jas.  K.     Art  Foliage,  for  Sculpture  and  Decoration, 

with  an  Analysis  of  Geometric  Form,  and  Studies  from 
Nature  of  Buds,  Leaves,  Flowers,  and  Fruit.  James  R.  Osgood 
&  Co.  Boston. 

6.  Conz,  G.     Der   Zeichenunterricht   an   der  hbheren   Madchen- 

schule.     Stuttgart,  1877. 

7.  Eclectic   System  of  Industrial  and  Freehand  Drawing.     Van 

Antwerp,  Bragg  &  Co.     Cincinnati. 

8.  Domschke,  C.     Methodische  Anleitung  zum  Freihandzeichnen. 

Berlin,  1877. 

9.  Dreesen,  G.     Wegweiser  fur  den   Zeichen-Unterricht   in   der 

Volksschule.     Flensburg,  1877. 

10.  Fialkowski,  N.    Elemente  des  Sifcuations-Zeichnens  nebst  An- 
leitung zutn  Koloriren.     pp.  G.     Wien,  1880. 

Topographical  drawing,  with  illustrations. 

11.  Plinzer,  F.     Lehrbuch   des  Zeichenunterrichts,  an  deutschen 

Schulen.     pp.  211.     Leipzig,  1882. 

Theoretic  and  practical. 

12.  Fowler,  Frank.     Drawing  in  Charcoal  and  Crayon,  with  Eight 

Studies  from  Original  Designs.     Cassell  &  Co.     New  York. 

^ 

13.  Gernesson,  M.  L.      Elementar-Gratnmatik   der  Zeichenkunst 
fur  den  methodischen  und  sachlichen  Unterricht  im  Zeichneu. 
Berlin,  1878. 

14.  Hamerton,  Philip  G.      Graphic    Arts.      A   Treatise   on   the 

Varieties  of  Painting  and  Engraving,  with  54  Illustrations. 
Seeley  &  Co.  London.  Without  Illustrations.  Roberts  Bros. 
Boston. 

15.  Hulme,  F.  Edward.     Principles  of   Ornamental  Art.     Illus- 
trated.    Cassell,  Petter  &  Galpin.     London,  Paris,  and  New 
York. 


I )U A  WING.  133 

1C.  Jilinek,  A.     Methodischer  Leitfadeii   fur  den  Unterricht  im 
perspektivischen  Freihandzeichen.     pp.  40.     Wien,  1870. 

A  set  of  small  charts. 

17.  Jilinek,  A.     Lehrgang   fiir  den    Zeichenunterricht  an  Volkfr- 

und  Biirgerschulen. 

Einfache  Darstellungen  leichter  dein  Sachunterrichte  entnom- 

niener  Gegenstande.     pp.  54.     Blatter,  5  Ilefte. 
Unterricht  auf  der  Mittelstufe  der  Volksschule.     7  Ilefte. 
Blatter  fiir  das  Zeichen  der  Vorderansichten  technischer  Ob- 

jecte  nach  dem  Maasstabe.     4  Ilefte.     Wien,  1878. 

18.  Krusi's  Easy  Lessons.  Three  Parts.  Synthetic  Series.    Analytic 

Series  ;  Perspective  Series.     D.  Appleton  &  Co.     Xew  York. 

10.  Le  Mang,  G.     Das  Volksschulzeichnen  i:n  Dienste  der  Padago- 
gik.     Leipzig,  1877. 

20.  Menge,  R.     Der  Kunstunterricht  im   Gymnasium.     Langen- 

saka,  1880. 

21.  Moody,  F.  W.     Lectures  and  Lessons  on  Art,  with  Diagrams 

and  Illustrative  Composition,  and  Other  Matters.     George  Bell 
&  Sons.     London. 

22.  Perry,  Walter   S.      The    Teaching   of   Drawing    in    Public 

Schools.     Pamphlet.     The  Teaching  of  Drawing  in  Grammar 
Schools.     Pamphlet.     L.  Prang  &  Co.     Boston. 

23.  Prang's  American  Text-Book  of  Art  Education.    From  Objects 

and  Flat  Copy.     Books  1  to  9  "  Clark  Edition,"  with  Manuals 
accompanying  them. 

Treating  Drawing  under  the  three  subjects  of  Construction  (work- 
ing drawings),  including  exercises  in  the  use  of  instruments,  and 
in  making  and  designing;  Representation  (picture  drawing),  including 
exercises  for  the  study  of  the  appearance  of  objects,  and  grouping ; 
Decoration  (drawing  of  ornament),  including  exercises  for  the  study 
of  historic  ornament,  plant  form,  and  original  design.  See  also 
Prang's  models  for  form-study  and  drawing,  for  the  use  of  teachers 
and  pupils. 


134  PEDAGOGICAL   LITERATURE- 

21.  Rein,  W.     Das  Freihandzeichnen  ira  Seminar,     pp.  22.     Vol. 
3.     Pad.  Studien.     Eisenach,  1878. 

Good. 

25.  Smith,  Walter.     Art   Education,  Scholastic   and   Industrial. 
Illustrated,     pp.  397.     Boston,  1873. 

See  .also  many  pamphlets  on  the  same  subject  since,  by  the  same 
very  able  and  successful  teacher.  See  especially  Report  on  Drawing, 
pp.  Go.  Boston,  1880.  Plan  and  Graded  Programme  of  Instruction  in 
Drawing  for  the  Public  School  of  Massachusetts  of  the  Primary,  Gram- 
mar, and  High  School  Grades,  pp.71.  Annual  Report  of  Industrial 
Art  Education  in  the  State  of  Massachusetts,  pp.  50.  1881.  Popular 
Industrial  Art  Education,  pp.  110.  1882. 

26.  South  Kensington  Drawing  Books.     Issued  under  the  super- 
intendence of  E.  J.  Poynter,  K.  A.,  under  the  sanction  of  the 
Lords  of  the  Committee  of  Council  on  Education.     From  flat 
copy.     Black  &  Son.     London. 

Elementary  Freehand  Ornament  Books.  I.  II.,  Freehand  Objects 
and  Ornament;  flat  and  in  perspective.  First  Grade  Books,  I.  to  VI.; 
Second  Grade  Books,  I.  to  IV. 

27.  Scheider,  G.  E.    Der  Elementar-Zeichenunterricht  in  der  Volks- 
schule.     Eine  praktische  Anleituug  zur  Ertheilung  derselben. 
Leipzig,  1878. 

28.  Sparkes,  J.  C.  L.     Schools  of  Art.     Their  Origin,  History, 

Work,  and  Influence.     Reprint  from  the  Report  of  the  Inter- 
national Health  Exhibition,     pp.  152.     London,  1884. 

Of  great  value. 

29.  Staden,  J.  v.     Der  erste  Unterricht  im  Zeichnen.     Eine  voll- 
standige   Lehranweisung  in  Verbindung  mit  lithographirten 
Schulerheften,  zum  Gebrauch  fur  Lehrer  an  Volks-  und  Mittel- 
schulen  bearbeitet.     Hannover,  1880. 

30.  Stuhlmann,  A.     Zeichenunterricht  und  Formenlehre  in  der 
Elementarclasse.    Hamburg,  1870. 


DRAWING.  135 

31.  Thrandorf.     Kritische  Betrachtungen  iiberdie  kunstkatechese. 

pp.  19.     W.  Rein.     Pad.  Studien.     Dresden,  1881. 

A  suggestive  paper. 

32.  Urban,  J.     Der  Zeichenuntcrricht  in  den  Volksschulen  Sud- 
deutschlands  und  der  Schweiz.     Wien,  1879. 

33.  Weishaupt,  H.     Das  Elementarzeichnen  an  der  Volksschule. 

Miiuchen,  1878. 

34.  Weishaupt,  H.     Theorie  und  Praxis  des  Zeichnenunterrichts. 

Weimar,  1879. 

35.  White's  New  Series  of  Industrial  Drawing  Books ;  Perspective 
Drawing  Books ;    Object  and  Design  Drawing  Books ;    Light 
and  Shade  Drawing  Books ;  Orthographic  Projection ;  Theory 
of  Design.     Ivison,  Blakeman,  Taylor  &  Co.     New  York. 

30.  Wihan,  R.  Methodik  des  Zeichenunterrichtes  mit  griindlichs- 
ter  Behandlung  der  Elemeiite  der  Perspective,  pp.  76.  Trau- 
tenau,  1879. 

Theoretical  and  systematic. 

37.  Wunderlich.      Der   Zeichenunterricht    in    der    Landschule  : 

Was  und  wie  soil  in  unsern  Landschulen  gezeichnet  werden! 
Theoretisch  erdrtert  und  an  praktisch  ausgefiihrten  Zeichen- 
lektionen  erlautert.  Hannover,  1880. 

38.  Zelenke,  O.     Freies  Handzeichnen  ebener  gradliniger  Gebilde 

in  Verbindung  mit  der  geometrischen  Formenlehre.     Tabor, 

1879. 

See  also  a  carefully  prepared  eight-years'  course  of  training  in 
industrial  drawing  for  public  schools,  by  Charles  M.  Carter,  of  the 
Mass.  Board  of  Education,  188fi.  This  subject  is  now  everywhere 
attracting  attention  as  the  grammar  of  all  forms  of  industrial  educa- 
tion apart  from  its  own  high  intrinsic  educational  value.  Teachers  of 
drawing  would  no  doubt  derive  benefit  from  Ruskin,  Chesneau,  etc. 
See  also  the  treatises  on  general  pedagogy,  XI. 


136  PEDAGOGICAL   LITERATURE. 


XXVII. 


GEOGRAPHY. 


1.  Bartels,  P.     Lehrplan  fiir  den  Anschauungs-Unterricht  und  die 

Heiinatskunde    nach    methodischen   Grundsatzen    bearbeitet. 
Altenburg,  1879. 

2.  Brice,  J.     Relations  between  History  and  Geography.     Eclec- 

tic Mag.,  May,  1886. 

3.  Bush,    C.   E.      Method   of    Teaching   Geography.      In   Conn. 

Report,  1881. 

4.  Chun,  G.     Ueber  die  Berucksichtigung  volkswirthschaftlichen 

Gesichtspuncte  im  geographischen  Schul-Unterricht.     Frank- 
furt, 1885. 

5.  Crocker.     Methods  of  Teaching  Geography.     Boston,  1884. 

A  tiny  but  suggestive  book,  by  a  Boston  supervisor. 

G.  Delitzsch,  O.  Beitrage  zur  Methodik  des  geographischen 
Unterrichts,  namentlich  des  Kartenlesens  und  Kartenzeich- 
nens  in  Schulen.  Leipzig,  1878. 

7.  Diercke,  C.     Geographische  Schulatlanten  und  Schulwand-kar- 

ten.     Ivehr's  Geschichte  Methodik.     Bd.  1.     pp.  153. 

Good. 

8.  Felkl,  J.     Der  Globus   und  seine  Anwendung  in  Schule  und 

Haus.     Rostock,  1877. 

9.  Geistbeek,  M.     Geschichte   der  Methodik  des   Geog.   Unter- 

richts, Kehr's  Geschichte  der  Methodik.     Bd.  1. 
Valuable. 

10.  Grain,  D.     Die  Geographic  als  selbstadige  Wissenschaft.     Prag, 

1875. 


GEOGRAPHY.  137 

11.  Huxley,  T.     Physiography.     London,  1881. 

A  good  method  illustrated. 

12.  Keltie,  J.  &.     Supplementary  Papers  of  Royal  Geographical 

Society.     1886.     Part  IV. 

By  the  inspectors  of  geographical  education,  on  its  present  condi- 
tion, especially  in  Germany,  where  courses  are  described  from  the 
Sexta  to  the  universities,  where  there  are  now  twelve  professorships, 
geography  being  allowed  as  a  major  subject  for  doctorates  at  Got- 
tingen,  and  two  grades  of  state  examination  required  for  licensees  to 
teach  it. 

13.  Leisner,    O.      Methodische     Auleitung    zur    Heiinatskunde. 

Leipzig. 

Sample  of  a  progressive  series  adapted  especially  to  Leipzig. 

14.  Ltidde,   J.    S.      Geschichte   der   Methodolgie    der   Erdkund. 

Leipzig,  1879. 

15.  Mikusch,  G.     Kurzgefasste   Anleitung   zur  Behandlung   der 

Heiraakunde  in  der  Volksschule.     Briinn,  1876. 

16.  Oberlander.     Die  geographische  Unterricht  nach  der  Grund- 
satze  der  Ritterschen  Schule.     pp.  279.     1879. 

Historical  and  methodological. 

17.  Peschel,  O.     Geschichte  der  Erdkunde  bis  auf  Alexander  von 

Humboldt  und  Carl  Ritter.     Miinchen,  1877. 

But  little  pedagogical  material. 

18.  Prange,  W.     Geographic.     Paedagogischer  Jahresbericht.   21 

Bd.     Leipzig,  1870. 

19.  Pulling,  P.  S.     The   Teaching  of    Geography   and   History. 

London,  1882. 

20.  Piisehmann,   P.    A.      Ueber    Veranschaulichungsmittel    fiir 

matheraathische  Geographic.     Grimma,  1873. 


138  PEDAGOGICAL  LITERATURE. 

21.  Richter,   E.      Die    historische    Geographie    als    Unterriclitr-- 

Gegenstand.     pp.  25.     Wien,  1877. 

Reprinted  from  the  XXVII.  vol.  of  the  Salzburg  Gymnasial  Pro- 
gram. 

22.  Richter,  J.  W.  O.      Der  geographische  Unterricht  besonders 
auf  hbheren  Schulen.     pp.  50.     Vol.  2.     Pad.  Studien  von  W. 
Rein.     Wien  und  Leipzig,  1877. 

Good. 

23.  Richthofen,  F.  F.  von.     Aufgaben  und  Methoden  der  heuti- 
geu  Geographie.     pp.  72.     Leipzig,  1883. 

24.  Rommel.     Heimatskunde  von  Leipzig,  187G. 

A  good  example  of  the  method  of  geographical  instruction  which 
begins  in  the  immediate  environment  and  widens  from  streets  and 
squares  to  suburbs,  and  involves  excursions. 

25.  Schlotterbeck,  B.     Die  Heimatskunde  im  ersten  Schuljahre 
oder  Einfiihrung  des  6-7  jahrigen  Kindes  in  das  Xatur-  und 
Menschenleben.     Wismar,  1868. 

26.  Schneider,  O.     Ueber  die  Nothwendigkeit  und  Einricbtung 
geographischer  Schulsammlungen.     Berlin,  1877. 

An  important  topic,  also  involving  explorations  by  the  pupils. 

27.  Schopf,  A.     Reform  des  geographischen  Unterrichts  an  Gym- 
nasien.     Wien,  1875. 

28.  Schreiber,  C.     Vorcursus  des  geographischen  Anschauungs- 
uud  Deukunterrichts.     Leipzig,  1878. 

29.  Stossner,  E.     Die   Methode   des  geographischen  Unterrichts 
in  Realschulen.     Dobeln,  1871. 

30.  Stoy,  K.  V.     Von  der  Heimatskunde.     Jena,  1876. 

From  the  normal  teacher's  standpoint. 


GEOGRAPHY.  139 

31.  Trampler,  R.     Die  constructive  Methode  des  geographischen 

Uuterrichts.     pp.  82.     Wien,  1878. 

An  interesting  and  scholarly  account  of  a  number  of  popular 
methods  before  and  since  Ritter. 

•       • 

32.  Trampler,  R.     Zweckmassige  Anlage  eines  Atlasses  fur  Volks- 

und  Biirgersschulen.     pp.  74.     Wien,  1879. 

33.  Trunk,  H.     Ueber  die   Anschaulichkeit   des   geographischen 
Unterrichts    mit    besonderer   Beriicksichtigung    des   Karteii- 
lesens.     Wien,  1878. 

34.  Wentz,  G.     Das  Kartenzeichnen  in  der  Schule;  methodisch 

dargestellt.     Miinchen,  1878. 

See  also  Die  Reform  der  geographischen  Unterrichts  in  Schulen, 
Seminaren,  etc.  Munich,  1874.  A  special  bibliography  on  geography, 
including  methods  of  teaching,  has  been  collected  by  Charles  F.  King, 
of  Boston.  See  Ritter's  Geographical  Studies.  Also  two  small  vol- 
umes of  resume's  entitled  Comparative  Geography.  Cincinnati,  1882. 


140  PEDAGOGICAL   LITERATURE. 

XXVIII. 
HISTORY  AND  POLITICAL  SCIENCE. 

1.  Adams,  C.  K.     Manual  of  Historical  Literature. 

This  is  a  useful  and  convenient  guide  to  historical  authorities.  It 
contains  not  only  classified  lists  of  titles,  arranged  by  periods  and 
countries,  but  also  brief  descriptions  of  the  character  and  contents 
of  the  most  important  historical  works  in  English,  French,  and  Ger- 
man, with  practical  suggestions  as  to  methods  and  courses  of  histori- 
cal study. 

2.  Adams,  H.  B.     Methods  of  Historical  Study. 

Johns  Hopkins  University  Studies  in  Historical  and  Political 
Science.  Second  Series,  numbers  1  and  2. 

3.  Adams,  H.  B.     English  Views  on  the  Study  of  History.     The 

Index,  Dec.  20,  1884. 

A  comparison  of  the  views  of  E.  A.  Freeman  and  J.  R.  Seeley. 

4.  Adams,  H.  B.     History  in  American  Colleges. 

A  series  of  articles  in  Education,  beginning  in  May  and  June, 
1886,  with  two  papers  on  "History  at  Harvard  University,"  to  be 
followed  by  articles  on  "History  at  Columbia  College,"  "History  at 
the  University  of  Michigan,"  etc. 

5.  Adams,  H.  B.     The  Study  of  History  in  the  United  States. 

Bureau  of  Education,  Washington  (in  preparation). 

This  educational  report  will  contain  a  revision  and  expansion  of 
the  above  series  of  special  articles  on  the  history  of  historical  depart- 
ments in  representative  institutions,  together  with  an  account  of  the 
methods  of  historical  instruction  now  actually  employed  in  the  best 
schools  and  colleges.  The  report  will  aim  to  show  (1)  the  origin  and 
growth  of  historical  studies  in  this  country;  (2)  the  present  status  of 
historical  teaching. 


HISTORY   AND   POLITICAL  SCIENCE.  141 

6.  Allen,  W.  F.     Instruction  in  American  History.     Wisconsin 

Journal  of  Education.     Madison,  Oct.,  1874. 

7.  Allen,  W.  F.     Reader's  Guide  to  English  History. 

This  is  a  convenient  pamphlet,  containing  classified  lists  of  the 
best  authorities,  and  also  of  historical  fiction  and  other  literature 
illustrating  English  history. 

8.  Anon.     Ueber  die  Nothwendigkeit  einer  griindlichen  Refornr 

des    Lehrplans   fiir   den   Geschichtsunterricht  atif  Real-  und 
hb'heren  Biirgerschulen.     Neuwied,  1870. 

9.  Anon.     Wie  Studirt  Man  classische  Philologie  und  Geschichte. 

Leipzig,  1884. 

10.  Arnold,  Dr.  Thomas.     Lectures  on  Modern  History. 

In  Arnold's  inaugural  lecture  at  Oxford,  and  in  the  notes  to  page 
46  (Appletoii's  edition  of  the  Lectures),  will  be  found  the  ideas  which 
determined  E.  A.  Freeman's  philosophy  of  the  continuity  of  history. 
"  Modern  history  differs  from  ancient  history  in  this,  that  while  it 
preserves  the  elements  of  ancient  history  uudestroyed,  it  has  added 
others  to  them."  Arnold  believed,  as  does  Freeman,  that  what  is 
miscalled  the  ancient  history  of  Greece  and  Rome  is  really  modern 
history. 

11.  Assman.  W.     Das  Studium  der  Geschichte.     Braunschweig, 

1849. 

12.  Biedermann,  Friedrich  Karl.     Der  Geschichts-Unterricht  in 

der  Schule,  seine  Mangel  und  ein  Vorschlag  zu  seiner  Reform, 
pp.  45.     Braunschweig,  1860. 

13.  Birrell,  Augustine  (author  of  "Obiter  Dicta").     The  Muse 

of  History.     Contemporary  Revue,  June  8,  1885. 

An  extract  reprinted  in  the  Critic,  Aug.  8,  1875.  A  very  clever 
critique  of  Seeley,  and  the  purely  scientific  method  of  treating  his- 
tory. "  What  is  wanted  is  a  passion  for  facts;  the  style  maybe  left 
to  take  care  of  itself."  He  instances  with  approval  Maitland's 
"Dark  Ages."  "Leaving  political  philosophy  to  the  political  phi- 


142  PEDAGOGICAL   LITERATURE. 

losophcr,  and  political  economy  to  the  political  economist,  remember 
that  the  first  if  not  the  last  duty  of  the  historian  is  to  narrate,  to 
supply  the  text,  not  the  comment;  the  subject,  not  the  sermon;  and 
proceed  to  tell  our  grandchildren  and  remoter  issue  the  story  of  our 
lives."  Birrell's  view  of  history  is  essentially  that  of  a  story-teller 
like  Herodotus  or  Sir  Walter  Scott. 

14.  Blume,  E.     Geschichts-Uiiterricht  aaf  den  Seminarien.    Rein's 

Padagogischen  Studien. 

15.  Boston  Public  Library.     1.  Catalogue  of  History,  Biography, 

and  Travel;  2.  Class  List  for  English  Prose  Fiction. 

The  first  is  one  of  the  best  practical  guides  to  historical  authori- 
ties upon  special  subjects,  whether  countries,  periods,  persons,  or 
events.  Not  only  are  books  and  magazine  articles  classified  by  sub- 
jects, but  there  are  also  frequent  notes,  indicating  the  point  of  view 
from  which  authors  have  written. 

16.  Brooklyn  Library  Catalogue.     Authors,  Titles,  Subjects,  and 

Classes. 

Under  the  head  of  " Countries "  and  "Biography,"  in  this  useful 
catalogue,  the  student  will  find  valuable  bibliographies  of  historical 
works,  with  oftentimes  analyses  of  the  contents  of  serial  volumes. 
For  example,  an  analysis  of  the  extensive  collections  of  the  Massa- 
chusetts Historical  Society,  pp.  743-4C. 

17.  Campe,  J.  F.  C.     Geschichte  und  Unterricht  in  der  Geschichte. 
Leipzig,  1859. 

18.  Carlyle,  Thomas.     Essay  on  History. 

See  also  essays  by  Emerson  and  Macaulay. 

19.  Diesterweg,  G.     Instruction  in  History.     Boston,  1885. 

Translated  from  Diesterweg's  Wegweiser. 

20.  Droysen,  J.  G.     Grundriss  der  Historik.     pp.  38.     Leipzig, 

18G8. 

Of  great  value. 

21.  Eberhardt,  K.      Ueber  Geschichts-Unterricht   auf  der  Semi- 
narien.    Rein's  Padagogischen  Studien. 


HISTORY   AND   POLITICAL   SCIENCE.  143 

/ 

22.  Eberhardt.     Zur  Methods  und  Technik  des  Geschichtsunter- 
richt  auf  den  Seminarian.     Eisenach,  1874. 

23.  FOBS,  Rudolph.     Wie  1st  der  Unterricht  in  der  Gescluchte 

mit  dein  Geographischen  Unterricht  zu  verbinden.  Dargelegt 
an  der  Darstellung  der  Mark  Brandenburg.  Eine  Anleitung 
fur  Lehrer  und  reiferen  Schiilern.  Mit  Karten.  pp.  48. 
Berlin,  1874. 

24.  Freeman,  E.  A.     The  Unity  of  History. 

A  most  suggestive  introduction  to  historical  study.  Published  at 
the  end  of  Mr.  Freeman's  book  on  Comparative  Politics,  and  also  in 
separate  form.  Macmillan.  See  also  The  Continuity  of  English 
History.  Historical  Essays,  first  series.  —  How  the  Study  of  History 
is  Let  and  Hindered.  An  address  delivered  in  the  Liverpool  Institute, 
Nov.  19,  1879.  —  On  the  Study  of  History.  Fortnightly  Review,  March 
1,  1881.  —  The  Office  of  the  Historical  Professor.  An  inaugural  lec- 
ture read  in  the  Museum  at  Oxford,  Oct.  15,  1884. — The  Methods  of 
Historical  Study.  A  course  of  lectures  at  Oxford,  1885-86.  In  press. 

25.  Geffroy.     La  Concours  d'agregation  de  Histoire.     Revue  de 
1'Euseignement,  1885. 

26.  Gervinus,  G.  E.     Grundzuge  der  Historik.     pp.  95.     Leipzig, 

1837. 

The  first  important  publication  on  the  subject. 

27.  Griillich,  O.  A.     Beitrag  zur  Methodik  des  Geschichtsunter- 
richtes  an  hbheren  Lehrenstalten.     Lbbau,  1874. 

28.  Hall,  G.   Stanley  (editor).     Methods   of   Teaching   History. 

Boston,  1885.     pp.385.    Contains  the  following  articles :  — 

Methods  of  Teaching  American  History,  by  Dr.  A.  B.  Hart, 
Harvard  University. 

The   Practical  Method   in   Higher  Historical  Instruction,  by 
Professor  Ephraim  Emerton,  of  Harvard  University. 

On  Methods  of  Teaching  Political  Economy,  by  Dr.  Richard 
T.  Ely,  Johns  Hopkins  University. 


144  PEDAGOGICAL   LITERATURE. 

Historical  Instruction  in  the  Course  of  History  and  Political 
Science  at  Cornell  University,  by  President  Andrew  D. 
White,  Cornell  University. 

Advice  to  an  Inexperienced  Teacher  of  History,  by  W.  C. 
Collar,  A.M.,  Head  Master  of  Roxbury  Latin  School. 

A  Plea  for  Archaeological  Instruction,  by  Joseph  Thacher 
Clarke,  Director  of  the  Assos  Expedition. 

The  Use  of  a  Public  Library  in  the  Study  of  History,  by 
William  E.  Foster,  Librarian  of  the  Providence  Public 
Library. 

Special  Methods  of  Historical  Study,  by  Professor  Herbert  B. 
Adams,  Johns  Hopkins  University. 

The  Philosophy  of  the  State  and  of  History,  by  Professor 
George  S.  Morris,  Michigan  and  Johns  Hopkins  Univer- 
sities. 

The  Courses  of  Study  in  History,  Roman  Law,  and  Political 
Economy  at  Harvard  University,  by  Dr.  Henry  E. 
Scott,  Harvard  University. 

The  Teaching  of  History,  by  Professor  J.  R.  Seeley,  Cam- 
bridge University,  England. 

On  Methods  of  Teaching  History,  by  Professor  C.  K.  Adams, 
Michigan  University. 

On  Methods  of  Historical  Study  and  Research  in  Columbia 
University,  by  Professor  John  W.  Burgess  Columbia 
University. 

Physical  Geography  and  History. 

Why  do  Children  Dislike  History  !  by  Thomas  Wentworth 
Higginson. 

Gradation  and  the  Topical  Method  of  Historical  Study.  Part 
I.  Historical  Literature  and  Authorities;  II.  Books  for 
Collateral  Reading ;  III.  School  Text-Books.  Supple- 
ment History  Topics,  by  Professor  W.  F.  Allen,  Wis- 
consin University. 

Bibliography  of  Church  History  (special  index  to  this  article), 
by  Rev.  John  Alonzo  Fisher,  Johns  Hopkins  University. 


HISTORY   AND   POLITICAL  SCIENCE.  145 

29.  Herbst,   F.  L.  W.      Landeschule    Pforta.      Die    Neure   und 
Neueste  Geschiclite  auf  Gymnasien.     pp.  40.     Mainz,  1877. 

30.  Hodgkiii,  Howard.     The  Study  of  History  in  the  University 
of  Cambridge,  England.     The  Alumnus  (a  literary  and  edu- 
cational quarterly,  formerly  edited  by  E.  P.  Allinson).     Phila- 
delphia, Oct.,  1879. 

31.  Howard,  Geo.  E.  (University  of  Nebraska).     The  Place  of  His- 
tory in  Modern  Education.     State  Journal,  Lincoln,  Neb.,  Jan. 

18,  1885. 

A  valuable  article,  well  deserving  reprint  in  some  educational 
journal. 

32.  Jacobi,  F.     Grundziige  einer  neuen  Methode  fiir  den  vater- 
landischen  Geschichtsunterricht  in  deutscheu  Schulen.     N urn- 
berg,  1839. 

33.  Jodl,  F.     Die  Culturgeschichtsschreibung,  ihre  Entwickelung 
und  ihr  Problem.     Halle,  1878. 

34.  Oscar-Jager,  E.  F.     Bemerkungen  ueber  den  Geschichtlichen 
Unterricht.      Beigabe   zur   dem    "Hilfsbuch   fiir   den   ersten 
Unterricht  in  alten  Geschichte."     Fiir  Lehrer  der  Geschichte 
an  Hoheren  Schulen.     pp.  47.     Wiesbaden,  1882. 

35.  Julian,  Camille.     Historical  and  Philological  Seminaries  in 

Germany.     Revue   Internationale  de  1'Enseiguement,  15  Oct. 
and  15  Nov.,  1884. 

Compare  in  this  connection,  the  Philologische  Wochenschrift,  12 
Aug.,  1882,  pp.  10,  16,  on  German  Seminaries. 

36.  Keferstein.      Historiches    Wissen    und    historiche    Bildung. 

Ziller's  Piid.  Jahrbuch,  XIII.,  p.  130  et  seq. 

37.  Krieger,  F.     Der  Geschichtsunterricht  in  Volks-,  Burger-  und 

Fortbildungssclmlen.     Eine  Anleitung  zur  richtigen  Ertheil- 
ung  der  Geschichte.     Niirnberg,  1876. 


146  PEDAGOGICAL   LITERATURE. 

38.  Kurth,  Prof.,  of  Liege.     Article  on  History  in  Germany,  the 

Revue  de  1'Enseignement  public  en  Belgique,  XIX.,  pp.  90. 

39.  Lazarus,  M.     Ueber  die  Ideen  in  der  Geschichte.     Berlin,  1872. 

40.  Lazarus,  M.     Erziehung  und  Geschichte.     pp.  51.     Breslau 

&  Leipzig,  1881. 

41.  Lobell.     Grundziige  einer  Methodik  des  geschichtlichen  Un- 
terrichts  auf  Gyinnasien.     Leipzig,  1847. 

42.  Lorenz,  Ottokar.     Friedrich  Christoph  Schlosser  und  ueber 
einige   Aufgabeu    uud    Priucipieu    der  Geschichtschreibung. 
pp.  91.     Wien,  1878. 

43.  Laughlin.     Instruction    in   Political   Economy.      New  York, 

1885. 

44.  Maurenbrecher.     Geschichte  und  Politik.     1884. 

45.  Miquel,  F.  W.     Beitrage  eines  mit  der  Herbart'schen  Pada- 
gogik  befreundeten  Schulmannes  zur  Lehr^  vom  biographi- 
schen  Geschichtsunterricht  auf  Gyinnasien.     Aurich,  1847. 

46.  Morrison,  J.  Cotter.     Article  on  History  in  the  new  edition 

of  the  Encyclopaedia  Britannica. 

A  suggestive  article  on  the  nature  and  development  of  historical 
science.  "  A  history  of  history  is  a  desideratum  in  literature."  "The 
institutional  history  of  political  states  is  at  the  present  moment,  per- 
haps, the  subject  which  attracts  the  most  lively  attention  of  scholars." 

47.  Muster,  F.     Hauptlehrer   in   Kb'ln.      Die   Geschichte   in   der 

Volksschule ;    eine   von    der   Diesterweg-Stiftung    in    Berlin 
pramiirte  Concurrenzschrift.     pp.  78.     Koln,  1876. 

48.  Noack,  F.     Alte  und   neue   Ansichten   ueber   der  Ziels  der 

Geschichts-Unterrichts.     Pad.  Archiv.,  April,  1883. 

49.  Nohl,  Clemens.     Ueber  die  Nothwendigkeit  einer  griindlichen 

Reform  des  Lehrplans  fur  den  Geschichtsunterricht  auf  Real- 
und  hbheren  Biirgerscbulen.     Xeuweid. 


HISTORY   AND   POLITICAL   SCIENCE.  147 

50.  Nohascheck,  H.      Ueber  cler  Geschichts-unterricht  in  einer 

Volksschule  von   acht   Klassen.     Ein   methodischer  Versuch. 
pp.  38.     Mainz,  1878. 

51.  Peter,  C.      Der   Geschichts-unterricht   auf   Gymnasien.      Ein 
methodischer  Versuch.     Halle,  1849. 

52.  Ranke,  Leopold  von.     Geschichte  und  Politik. 

Inaugural  lecture  upon  the  relations  of  history  and  politics,  de- 
livered in  1825,  when  Rauke  became  a  professor  in  the  University  of 
Berlin. 

53.  Seeley,  J.  R.     History  and  Politics. 

A  series  of  valuable  articles,  originally  published  in  Macmillan's 
Magazine,  circa  1882-83,  and  republished  in  Littell's  Living  Age. 
Prof.  Seeley 's  views  in  regard  to  the  practical  and  political  bearings 
of  history  are  here  developed  in  detail. 

54.  Seeley,  J.  R.     The  Teaching  of  History. 

This  article,  originally  published  in  the  Journal  of  Education, 
London,  Nov.  1,  1884,  is  reprinted  in  full  in  the  Methods  of  Teaching 
History,  pp.  193-202.  Prof.  Seeley,  who  stands  at  the  head  of  the 
Cambridge  School  of  History,  advocates  the  scientific  and  sociological 
method  of  historical  study  instead  of  the  chronological  and  purely 
literary  method.  "  We  still  arrange  historic  phenomena  under  peri- 
ods, centuries,  reigns,  dynasties;  but  what  is  wanted  is  a  real  rather 
than  a  temporal  classification.  The  phenomena  should  be  classed 
under  such  headings  as  constitutional,  international,  economical,  in- 
dustrial, etc."  For  example,  Seeley  would  have  us  study  the  agrarian 
laws  of  the  Gracchi  as  the  land-question  of  that  period,  and  not  mix 
historical  economics  with  the  conquest  of  Greece  or  of  Carthage,  with 
irrelevant  facts  of  a  military,  literary,  or  philosophical  nature. 

65.  Seignobos,  Charles.  L'Enseigncment  de  Fhistoire  dans  IPS 
universites  allemandes.  Revue  Internationale  de  PEnseigne- 
ment  superieure  en  Europe,  15  June,  1881. 

56.  Seignobos,  Charles.  L'Enseignement  d'histoire  dans  les 
Facultes.  Revue  Internationale  de  1'Enseignement  superieur, 
15  Oct.,  1883;  15  Aug.,  1884. 


148  PEDAGOGICAL  LITERATURE. 

57.  Smith,  G-oldwin.     Lectures  on  the  Study  of  History. 

58.  Stiehl,  F.     Der  vaterliindische  Geschichtsunterricht  in  unseren 

Elementarschulen.     Koblenz,  1842. 

59.  Stutzer,   B.     Der   Lernstoff    im   Geschichtlichen   Unterricht. 
Pad.  Archiv.,  1883. 

60.  Sybel,  H.  v.     Ueber   den   Stand   der   neuren   deutschen    Ge- 
schichtschreibung.     Marburg,  1856. 

61.  Thorpe,  F.  N.     The  Study  of  American  History  in   Schools 

and  Colleges. 

This  paper  embodies  the  results  of  a  special  inquiry  regarding  the 
extent  to  which  the  history  of  this  country  is  pursued  in  American 
schools.  It  will  be  first  published  in  Education,  in  the  autumn  of 
1886,  and  will  be  finally  embodied  in  the  government  ropoi-t  on  his- 
tory in  the  United  States,  now  in  preparation  by  H.  B.  Adams. 

62.  Trainer.     How  to  study  United  States  History.     Chicago. 

63.  Weber,   Dr.    Georg.       Der   Geschichtsunterricht    in    Mittel- 
schulen.     Ein  Vortrag.     Heidelberg,  1864. 

64.  Weber,  Dr.   Georg.      Der  Geschichtsunterricht  auf  Schulen 
ein  vorziiglizhes  Mittel  zur  Bildung  des  Charakters  und  richti- 
ger  Lebensanschauung  in  der  deutschen  Jugend.     Heidelberg, 
1850. 

65.  White,    Andrew    D.      The    Study    of     History.      Atlantic 
Monthly,  Jan.,  1870. 

66.  Willmann,  Dr.  Otto.     Der  elementare  Geschichts-Unterricht. 
Leipzig,  1872. 

67.  Wright,  John  Henry.     The  Place  of   Original  Research  in 

College  Education. 

Suggestive  notes  on  historical  research,  pp.  8, 18, 19, 20,  28.  Trans- 
actions of  the  National  Educational  Association,  1882. 


HISTORY  AND   POLITICAL   SCIENCE.  149 

G8.  Zillig.     Der  Geschichts-Unterricht  in  den  elementaren  Erzie- 
hungs-Schulen.     Ziller,  Pad.  Jahrbuch,  XIV.,  p.  89. 

See  also  the  following  articles  from  the  Revue  Internationale  d'En- 
seignement :  — 

Sur  1'Enseignemeut  de  1'histoire  diplomatique.  A.  Sorel.  pp.  75. 
1881. 

Conconrs  pour  1'Agregation  d'histoire  et  do  geographic.  Lavisse. 
pp.  137.  1881. 

Deux  Rapports  sur  1'organisation  de  1'enseignement  des  sciences 
politiques  et  administrcitives.  Bufnoir.  pp.  378.  1881. 

Les  origiues  de  1'Ecole  des  chartes  et  du  Comite  des  travaux  histo- 
riques.  Au  XVIII.  siecle.  Cilleuls.  pp.  .344.  1884. 

Observations  sur  1'Enseignement  des  sciences  publiques  et  adminis- 
tratives.  E.  Boutmy.  pp.  378.  1881. 

See  also  Bolingbroke,  Letters  oil  the  Use  and  Study  of  History.  For- 
merly in  great  favor. 

Priestley,  Lectures  on  the  Study  of  History.  Priestley  prescribes 
excellent  courses  of  reading  in  classical  history. 

W.  Smith,  Lectures  on  Modern  History.  At  once  a  history,  as  its 
title  indicates,  and  a  trustworthy  guide  as  to  what  books  and  parts  of 
books  should  be  read. 

Goldwin  Smith,  On  the  Study  of  History  and  On  Some  Supposed  Con- 
sequences of  the  Doctrines  of  Historical  Progress.  Two  of  three  lectures 
given  by  Goldwin  Smith  as  Regius  Professor  of  Modern  History  at  Oxford 
in  185SM51. 

The  articles  by  Prof.  Fre'de'ricq  are  now  in  process  of  translation  into 
English,  and  will  be  ultimately  published,  with  an  introduction  by  H.  B. 
Adams.  See  also  the  courses  of  the  Seminar  of  the  Prussian  Statistical 
Bureau-.  Letters  stir  1'ecole  d'administration,  par  A.  Roulliet.  pp.  37. 
Paris,  187G.  Also  the  courses  of  the  Ecole  libre  des  Sciences  Politiques  in 
Paris.  Also  the  books  referred  to  under  the  section  entitled  Legal  Educa- 
tion, and  for  juvenile  history  the  books  oil  Reading. 


150  PEDAGOGICAL  LITERATURE. 

XXIX. 
MODERN  LANGUAGES  AND  LITERATURE. 

1.  Asher.      Ueber  das   Studium   der  neueren    Sprachen   an   den 

Uuiversitaten.     Ein  Nothschrei   an  die  Unterrichtsbehorden, 
etc.     Leipzig,  1881. 

2.  Beljame,   G.      D'Agregation    des  langues   vivantes.     Rev.   de 

1'Enseignement,  1885. 

3.  Berger,  B.     Conferences  pedagogiques  sur  1'enseignement  de  la 

langue  maternelle.     pp.  36.     Paris,  1884. 

4.  Bierbaum,  J.     Die  Reform  des  fremdsprachlichen  Unterrichts. 

pp.  136.     Cassel,  1886. 

5.  Br^al,   M.      Comment  on    apprend   les    langues    etrangieres. 

Rev.  de  1'Enseignement,  1886. 

Reviewed  in  New  York  Nation,  April  22, 1886. 

6.  Breymann,  H.     Der  neusprachliche  Unterricht  an  Gymnasium 

und  Realschule.     Mit  Anhang:    Einige  Stimmeu  von  Fach- 
mannern  iiber  die  neusprachliche  Unterrichtsmethode. 

Being  an  introduction  to  the  author's  Lekre  vom  franzosischen 
Verb.    Miincheu  und  Leipzig,  1882. 

7.  Breymann,  H.     Bearing  of  the  Study  of  Modern  Languages 

on  Education  at  Large.     Manchester,  1871. 

8.  Breymann,   H.      Sprachwissenschaft    und    Neuere   Sprachen. 

Miiuchen,  1876. 

9.  Brunetiere,  F.      L'Enseignement  de  la   Litterature   fran9aise 

dans  les  Faculte"s  de  lettres.     Rev.  de  1'Enseignement,  1881. 

10.  Comfort,  G.  P.     Modern  Languages  in  Education.     Syracuse, 

N.Y.     C.  W.  Bardeen,  1886. 


MODERN   LANGUAGES   AND   LITERATURE.          161 

11.  Delbrllck.     Das  Sprachstudium  auf  den  deutschen  Universi- 
tsiten.     Jena,  1875. 

12.  Elliott,  A.  M.     Modern  Languages  as  a  College  Discipline. 

Education,  Vol.  V.,  No.  1,  Sept.-Oct.,  1884. 

13.  C-ebhard.     Langues  et   Litteratures    Etrangieres.      Rev.   de 
I'Enseignement,  1884. 

14.  Gerard,  L.  J.  V.     On  the  Comparative  Method  of   Learning 

Foreign  Languages,     pp.  33.     Leicester,  1876. 

15.  Qericke,  A.     Der  franzosische  Unterricht  in  der  Mittelschule, 
der  hoheren  Burger-  und  der  hbheren  Madchenschule.     pp.  26. 
21    Ileft.     Vol.  III.     Piidagogischen    Studien,  von  W.  Rein. 
Eisenach,  1878. 

16.  Gouin,  P.     L'Art  d'enseigner  et  d'etudier  les  langues.     12mo. 
pp.  589.     Paris,  1886. 

17.  GrSber,   G.      Grundriss   der  romanischen    Philologie    (unter 
Mitwirkung  von  funfundzwanzig  Fachgenossen).     I.   Liefer- 
uug.     Strassburg,  Triibner,  1886. 

18.  Ktirting,  G.      Encyclopaedic  und   Methodologie   der  romani- 

schen Philologie.     Third  (and  concluding)  part  soon  to  appear. 
Heilbron,  Ilemminger. 

19.  *K6rting,  G.     Gedanken  und  Bemerkungen  liber  das  Studium 

der  neueren  Sprachen,  auf  den  deutschen  llohschulen.     pp.  83. 
Heilbron,  1882. 

20.  Kuhff,  Ph.     Le   Principe   et  la  Me"thode   de   I'enseignement 
scholaire  des  langues  vivantes. 

21.  Kilhn,  K.     Zur  Methode  des  franzosischen  Unterrichts.     Ein 

Beitrag  zur  Reform  des  Sprachunterrichts  und  zur  tlberbiir- 
dungsfrage.     pp.  48.     Wiesbaden,  1883. 


152  PEDAGOGICAL    LITERATURE. 

22.  Marcel,  C.     Language  as  a  Means  of  Mental   Culture  and 

International  Communication,  or  Manual  of  the  Teacher  and 
Learner  of  Language.     2  vols.     London,  1853. 

23.  March,  F.  A.     Method  of  Philological  Study  of  the  English 

Language.     12 mo.     New  York. 

24.  Paul,  H.     Grundriss  der  germanischen  Philologie  (in  prepara- 
tion).    Strassburg,  Triibner. 

25.  Pfalz,  Franz.     Die  neuesten  Erscheinungen  auf  dem  Gebiete 
des    deutschen     Sprachunterrichtes.      In    Padag.    Jahresber. 
21tr  Bd. 

20.  Reinharostottner,  Von.     Gedanken   iiber  das  Studium  der 
inodernen  Sprachen,  etc.     Mlinchen,  1882. 

27.  Reinharostottner,  Von.     -Weitere  Gedanken  iiber  das  Studi- 

um der  modernen  Sprachen.     Miinchen,  1883. 

28.  Sayce,  A.  H.     How  to  learn  a  Language.     In  Nature,  1879. 

29.  Schaeffer.      Die    vermittelnde    methode.      Ein    praktischer 
Vorschlag  zur  Reform  des  franz.  Sprachunterrichts,  etc.     Ber- 
lin, Hertz,  1886. 

30.  Stapfer,  F.     Sur  Reforme  de  1'enseignement  superieure  et  les 
chaires  de  litterature.     Rev.  de  I'Euseignement,  1884. 

31.  Williams,  A.     The  Aim  and  Method  of  Teaching  Foreign 

Languages   in   the    High   School.      Massachusetts   Teachers' 
Association,  Dec.,  1880. 

32.  Zeller,  E.     Ueber  die  Bedeutung  der  Sprache  und  des  Sprach- 
unterrichts fur  das  geistige  Leben.     In  Deutsche  Rundschau. 
March,  1884. 

See  also  1'Enseignement  des  langues  modernes  en  Russie,  Jan- 
owsky,  et  Sokolovski.  Rev.  d'Euseignement.  pp.  138.  1882.  Trans- 
actions of  the  Modern  Language  Association  for  1884-85  (A.  M.  Elliott, 


NATURAL  AND   PHYSICAL  SCIENCE.  153 

Secretary),  in  one  volume,  about  to  appear;  The  Modern  Language 
Series  (Pamphlets  on  the  Study  of  Modern  Languages,  reprinted  or 
published  under  the  auspices  of  the  M.  L.  A.  of  A.),  Nos.  1,  2,  3.  A. 
M.  Elliott,  Baltimore.  See  also  the  works  in  pedagogy,  some  of  which 
have  chapters  devoted  to  this  topic,  and  compare  the  wall-pictures 
for  use  in  the  study  of  foreigu  languages  under  Reading. 


XXX. 

NATURAL  AND  PHYSICAL  SCIENCE. 
I.   GENERAL. 

1.  Barnard,  H.     Oral  Training  Lessons  in  Natural  Science  and 

General  Knowledge,  for  Teachers.     New  York,  1871. 

2.  Becker,  B.  H.     Scientific  London,    pp.  340.     London,  1875. 

3.  Bert,  P.     Les  Reformes  de  1'enseigneraent  secondaire  et  le  role 

der  sciences  dans  1'education.     Rev.  de  PEnseignement,  1881. 

4.  Eldridge.     The  Cultivation  of  the  Senses.     Philadelphia. 

5.  Faraday.     Mental  Education.     In  lectures  at  the  Royal  Insti- 

tute, 1855. 

6.  Guckeisen,  A.     Aufgabe  und  Organisation  des  naturwissen- 

schaftliche  Unterrichtes  an  hoheren  Lehre-Anstalten.    pp.  43. 
»        Leipzig,  1884. 

A  plea  for  science  in  girls'  schools. 

7.  Heym,  K.      Zuv  Geschichts  der  inathematischen   und   natur- 

\\-issenschaftliche  Unterrichts  an  Gymnasien.    pp.  54.     Pro- 
gram der  Thomasschule.     Leipzig,  1873. 


154  PEDAGOGICAL    LITERATURE. 

8.  Huxley,  T.     Science   and   Culture.     In   Science  and  Culture, 

and  Other  Essays.     London,  1882. 

9.  Lowe,  E.     Stellung  der  Schule  zur  Naturwissenschaft.     pp.  57. 

Berlin,  1874. 

10.  Monnier.     La  Science  es  Sciences  Naturelles.     Rev.  de  1'En- 

seignement.     1882. 

11.  Muehlberg,  F.     Natural  Science  in  Secondary  Schools.  Wash- 

ington, 1882. 

12.  Report  of  the   Royal   Commission  on  Scientific  Instruction, 

appointed  1870,  and  publishing  1000  pages  of  testimony  and 
eight  reports,  with  appendixes  and  index,  the  last  volume 
appearing  1875. 

13.  Report  of  the  Committee  on   Science  Teaching,  of  the  Am. 

Assoc.  for  the  Advancement  of  Science.     Proceedings,  1880. 

14.  Reymond,  B.  du  Bois.     Culturgeschichte   und   Naturwissen- 
schaft.     pp.  59.     Leipzig,  1878. 

15.  Roscoe,  H.  B.     Original  Research  as  a  Means  of  Education, 
pp.  21-57.     In  Essays  and  Addresses,  Owen's  College.     Lon- 
don, 1874. 

16.  Rowland,  H.  A.     A  Plea  for  Pure  Science.     Am.  Assoc.  for 
the  Advancement  of  Science,     pp.  105-126.     1883. 

17.  Shaler,  N.  S.     Natural   History  Education.     la  Proceedings 
Nat.  Educa.  Assoc.,  1872. 

18.  Schwalbe,  Dr.  Prof,     tiber  Bestrebungen  fiir  die  Hebung  des 
Unterrichts  in  den  experimentellen  Wissenschaften.     pp.  20. 
Berlin,  1885. 

19.  Siebeck.     De  1'essence  et   du   but  des   etudes   scientifiques. 
Rev.  de  I'Enseignement,  1877. 

Two  articles. 


NATURAL   AND   PHYSICAL  SCIENCE.  155 

20.  Steele,  J.  Dorman.     The   Growth   and   Development  of  the 
Teaching  of   Science   in   the   Schools  and  Colleges  of  New 

.York.     In  ninety-eighth  report  of  the  Board  of   Regents  of 
the  Univ.  of  the  State  of  New  York.     1884. 

21.  Whewell,   "Win.     Influence  of    the  History  of    Science  on 
Mental  Education.     In  lectures  of  the  Royal  Institute.     Lon- 
don, 1855. 

22.  "Wilson,  J.  M.     On   Teaching  Natural  Science  in   Schools. 

A  valuable  book  by  the  head  master  of  Clifton  College. 

23.  Zacharias,  Otto.     Die  Naturwissenschaft  als  Grundlage  einer 
freisinnigen  Erziehung.     In  Die  Gegenwart.     Dec.  1,  1877. 


II.  SPECIAL  SCIENCES, 
a.   CHEMISTRY. 

1.  Arendt,  R.     Ueber  den  Unterricht  in  der  Chemie  an  hbheren 

und  niederen  Schulen.     Leipzig,  1868. 

2.  Clarke,  F.  W.     A  Report  on  the  Teaching  of  Chemistry  and 

Physics  in  the  United  States,  pp.  219.  Circulars  of  Infor- 
mation of  the  Bureau  of  Education.  No.  6.  Washington, 
1881.  Appendix,  Text-books  of  Chemistry  and  Physics. 

Valuable. 

3.  Erdmann,  O.  L.     Ueber  das   Studium  der  Chemie.     Leipzig, 

1861. 

4.  Franz,  Gay-Lussac.     Mit  Anhang,  ueber  die  chemalige  poly- 

technischen  Schule.     In  Werke.     Bd.  3. 

5.  Gerding,  T.     Geschichte  der  Chemie.     Leipzig,  1867. 

6.  Francis,  G.  W.     Chemical  Experiments  illustrating  the  theory, 

practice,  and   application  of  the  science  of   chemistry ;   and 


156  PEDAGOGICAL  LITERATUEE. 

containing  the  properties,  uses,  manufacture,  purification,  and 
analysis  of  all  inorganic  substances,  with  numerous  engrav- 
ings of  apparatus,  etc.  8vo.  pp.  252.  London,  1858.  » 

7.  Frankland,  Ed.     How  to  teach  Chemistry.     Hints  to  science 

teachers  and  students.  Being  the  substance  of  six  lectures 
delivered  at  the  Royal  College  of  Chemistry,  June,  1872. 
Summarized  and  edited  by  G.  Chaloner.  12mo.  Philadel- 
phia. 

8.  Kopp,  H.     Beitrage   zur   Geschichte   der   Chemie.     Braunsch- 

weig, 1875. 

Like  Gerding  above,  contains  educational  hints. 


6.   PHYSICS. 

1.  Diirring,  E.     Kritische  Geschichte  der  allgemeinen  Principien 

der  Mechanik.     Leipzig,  1877. 

Educational  allusions. 

2.  Griiger,  J.     Die  Physik  in  der  Volksschule.    Ein  Beitrage  zur 

methodischen  Gestaltung  des  ersten  Uuterrichts  in  der  Physik. 
Leipzig,  1876. 

3.  Maier,  in  Schmid's  Padagogisches  Handbuch. 

A  good  discussion  of  physics  in  the  public  and  normal  schools. 

4.  Tyndall.     The  Importance   of  the  Study  of  Physics.     Royal 

Institute  Lectures,  1885. 

See  also  his  address  on  the  methods  and  tendencies  of  physical 
investigation. 

5.  Netoliczka,  E.     Methodik  des  physikalischen  Unterrichtes  an 

Volks-  und  Biirgerschulen.     pp.  181.     Wien,  1879. 

A  detailed  plan  by  which  it  is  argued  physics  might  be  introduced 
into  schools  for  much  younger  children  than  at  present. 


NATURAL  AND   PHYSICAL  SCIENCE.  157 

6.  Wead,  C.  K.     Aims  and  Methods  of  the  Teaching  of  Physics. 

pp.  158.     No.  7.     1884.     Circular  of  the  Information  of  the 
Bureau  of  Education.     Washington,  1884. 

A  valuable  report,  with  much  testimony  from  America,  and  some 
from  foreign  teachers  of  physics.  See  also  his  Physics  in  Common 
Schools.  Proceedings  of  the  American  Educational  Association,  1885. 

7.  Foggeudorff,  J.  C.     Geschichte  der  Physik.    Leipzig,  1879. 

Educational  reference. 

A  large  work  is  announced  by  K.  Stumpf,  which  pays  special  atten- 
tion to  school  physics.  A  work  is  also  expected  by  Prof.  Mendenhal,  in 
furtherance  of  a  plan  proposed  by  him  in  1882,  at  Toronto. 


c.  MINERALOGY. 

1.  Groth,   P.     Ueber    das    Studium    der    Mineralogie    auf    den 

deutschen  Hochschulen.     Strasaburg,  1875. 

2.  Sidler,  W.     Zur  Entwicklungsgeschichte  der  modernen  Meter- 

ologie.     Einsiedeln,  1877. 

3.  Williams,  G.  H.     The  New  Petrography  (in  preparation). 


d.   ASTRONOMY. 

1.  Newcomb,  S.      Suggestions  respecting  a  School  of  Practical 
Astronomy,     pp.  4.     Baltimore,  1876. 

e.   BIOLOGICAL  SCIENCES. 

1.  Beal,  W.  J.     The  New  Botany.     A  lecture  on  the  best  method 

of  teaching.     8vo.     pp.  15.     Lansing,  1882. 

2.  Burgess,  E.  S.     Syllabus  of  the  Courses  in  Botany  and  Zoology 

in  the  Washington,  D.  C.,  High  School,     pp.  39.     1884. 

3.  Czermak,  J.  N.     Die   Physiologic   als   allgemeines    Bildungs- 

Element.     pp.  24,     Leipzig,  1870. 


158  PEDAGOGICAL   LITERATUHE. 

4.  Farlow,  W.  G.     Biological  Teaching  in   Colleges,     pp.  577- 

580.     Popular  Science  Monthly,  March,  1886. 

5.  Hartwell,  E.  M.     The  Study  of  Anatomy.     Historically  and 

legally  considered,     pp.  37.     Boston,  1881. 

C.  Henfrey.     The  Study  of  Botany.     In  Youman's  Culture  De- 
manded by  Modern  Life. 

7.  Huxley,  T.     Elementary  Instruction   in   Physiology.     In   his 

Science  and  Culture,  and  Other  Essays.     London,  1882. 

8.  Loew,  E.     Der  botanischen  Unterricht  an  hb'heren  Lehranstal- 

ten.     Bielefeld,  1876. 

9.  Luben,  A.     Anweisung  zu  einem  methodischen  Unterricht  in 

der  Pflanzenkunde.     Halle,  1879. 

10.  Paget.     The  Importance  of  the  Study  of  Physiology.     Lecture 

before  the  Royal  Institute,  1855. 

11.  Pfluger,  E.     Wesen  und  Aufgaben   der  Physiologie.     pp.  16. 
Bonn,  1878. 

12.  Reymond,  E.  Du  Bois.     Die  physiologische   Unterricht  sonst 

und  setzt.     pp.  31.     Berlin,  1878. 

13.  Rolleston,  G.     Biological  Training  and  Studies,     pp.  846-79. 
Vol.    II.   of  his   Scientific   Papers   and   Addresses.      Oxford, 

1884. 

14.  Rouchet,  G.     Rapport  au  ministre  sur  un  Museum  en  Alle- 
magne.     (Les  Collections  d'Anatome  Comparee.     Rev.  Int.  de 
1'Enseignement,  1881.) 

15.  Trelease.     Inaugural  Address  at  the  Opening  of  the   State 

School  of  Botany.     St.  Louis,  1886. 


NATURAL   AND   PHYSICAL   SCIENCE.  159 

16.  Virchow,  Rudolf.     Die  Freiheit  der  Wissenschaft  iin  mod- 
ernen  Staat.    pp.  32.     1878. 

His  well-known  Munich  address,  objecting  to  the  teaching  of 
evolution  in  schools  of  lower  grade.  Cf.  E.  Haeckel's  reply,  Freie 
Wisseuschaft  uud  freie  Lehre.  pp.  1<XJ.  Stuttgart,  1878. 

17.  Waldeyer.     Wie  soil  man  Anatoniis  Lehreu  u.  Lehrnen.     pp. 
41.     Berlin,  1884. 

18.  Youmans,  Eliza.     An  Essay  on  the  Culture  of  the  Observing 

Powers  of  Children,  especially  in  Connection  with  the  Study 
of  Botany.  Edited,  with  notes  and  a  supplement,  by  Joseph 
Payne.  12mo.  London. 

The  pedagogic  literature  on  the  special  sciences  is  small,  hut  the  edu- 
cational activity  of  scientific  men  is  best  exemplified  in  text-book  methods, 
and  especially  in  illustrative  apparatus,  in  devising  and  using,  which  tact 
for  teaching  here  finds  wide  scope.  For  this  latter  a  discriminating 
descriptive  catalogue  is  needed.  In  the  art  of  popular  scientific  teaching 
and  writing,  another  concrete  exemplification  of  pedagogy  in  science  is 
seen.  Cf.,  e.f/.,  the  lectures  and  books  which  French  scientific  men,  owing 
to  a  well-known  peculiarity  of  the  University  of  Paris,  evolve  with  such 
lucidity;  also  lectures  like  those  in  the  Ze.it-  und  Streit-Frayen  Series,  and 
the  Populitre  Wissenschaftliche  Vortraye  Series,  etc.;  public  lectures  like 
those  of  Helmholtz,  Du  Bois  Reymond,  Huxley,  Tyudall,  the  Geike  Series, 
and  many  others;  or,  for  younger  learners,  works  like  A.  Watt's  A  Lump 
of  Coal,  A  Lump  of  Chalk,  etc.  Teachers  may  also  be  referred  to  the 
biographies  of  eminent  scientific  men  like  Newton,  Brewster,  De  Morgan, 
W.  K.  Hamilton,  Maxwell,  Faraday,  etc.  See  also  the  following  sections 
on  real  schools  and  technical  education.  In  the  school  curricula  of  some 
of  our  cities,  well-advised  and  coherent  courses  of  instruction  in  science 
have  been  wrought  out.  In  most  cases,  however,  these  courses  are  very 
uupedagogically  and  unscientifically  devised.  Another  and  perhaps  the 
most  grave  difficulty  is  the  lack  of  that  degree  of  co-operation  between 
colleges  and  high  schools  which  exists  in  Greek  and  Latin,  many  colleges 
doing  the  same  and  often  less  work  than  many  high  schools. 


1GO  PEDAGOGICAL  LITERATURE. 


XXXI. 


REAL   SCHOOL. 


1.  Ammermuller.     Die  Real-  und  Gewerbe-Schulen.     Stuttgart, 

1837. 

Of  historic  interest. 

2.  Isaac,  H.     Wissenschaftlichkeit  und  Idealismus  in  der  Real- 

schule.     Berlin,  1880. 

3.  Kramer.     Historischer  Blick  auf  der  Realschulen  Deutschlands. 

Hamburg,  1870. 

4.  Kriess,  G.  P.     Das  Realschulwesen,  nach  seiner  Bedeutung  und 

Entwicklung.     Stuttgart,  1863. 

5.  Kriick,  M.     De  1'fitat  actuel  de  les  question  des  ecoles  reales 

en  Alleniagne.     Rev.  de  1'Enseignement,  1883. 

Good. 

6.  Laas,  R     Gymnasium  und  Realschule.     Alte  Fragen,  mit  Riick- 

sicht  auf  das  bevorstehendende  preussische  Unterrichtsgesetz, 
historisch  und  kritisch  von  Neuen  beleuchtet.  p.  95.  Ber- 
lin, 1875. 

7.  Lattmann,  J.     Reorganisation  des  Realschulwesens  und  Reform 

der  Gymnasien.     pp.  i.  Th.  38,  ii.  90.     Gottiugen,  1873. 

8.  Nagel.     Die  Idee  der  Realschule.     Ulm,  1840. 

Of  historical  value. 

9.  Ostendorf.     Die  Vorbildung  fiir  das  Lehramt  in  Realschulen. 

1870. 


REAL   SCHOOL.  161 

10.  Rolleston,  Gk     The  Relative  Value  of  Classical  and  Scientific 

Training,  pp.  716-22.  Vol.  II.  Scientific  Papers  and  Ad- 
dresses. Oxford,  1884.  Nature.  Vol.  II.  pp.  250-52.  1870. 

11.  Schultz,  Schultzendorf.     Das  Zustand  der  Wissenschaft  auf 

Universitiiten  und  das  Verhaltniss  zur  Lebens  Praxis  mit  Be/.ie- 
hung  auf  der  Zulassung  der  llealschulabiturienten  zur  Uni- 
versitiitsstudium  und  der  Weg  zur  Wiedergeburt,  1870. 

12.  Strack,  M.     Das  Schulwesen  Italien's  besonders  die  Realschu- 
len  Italien's  im  Jahr  1878.     pp.  80.     Leipzig,  1878. 

Good. 

13.  Sdailles.     Les  Realschulen.     Rev.  de  1'Enseignement,  1882. 

14.  Walser,  E.     Entwickelung  der  Realschulwesens.     Wien,  1877. 

See  Zeitschrift  fur  Realschulwesen ;.  Edited  by  J.  Kolbe,  Vienna. 
Also  Central-Organ  fur  die  Interessen  des  Realschulwesens;  Edited  by  D. 
M.  Strack,  Berlin,  and  several  other  journals  of  more  local  interest,  devot- 
ed to  the  interest  of  real  schools.  See  later  section  on  Gymnasia.  The 
voluminous  controversial  literature  respecting  real  schools  and  gymnasia 
in  Germany  is  mainly  omitted  here,  as  being  without  further  practical  in- 
terest in  this  country. 


162  PEDAGOGICAL  LITERATURE. 

XXXII. 

TECHNICAL   AND   INDUSTRIAL  EDUCATION. 

1.  Anon.     Das  technische  Unterrichtswesen  in  Preussen.     Samm- 

lung  amtlicher  Aktenstiicke.     Berlin,  1879. 

2.  Baines,  E.,  and  Curzon.    Yorkshire  Union  of  Mechanics'  Insti- 

stutes.  pp.  31-50.  Vol.  III.  Second  Report  of  the  Royal 
Commissioners  of  Technical  Instruction.  London,  1884. 

3.  Barnard,  H.     Special  Instruction  in  Great  Britain,    pp.  21-250. 

.  Vol.   VI.    The   American  Journal   of   Education.     Hartford, 

1871. 

4.  Barnard,  H.     Scientific  Schools  in  France.     The   Polytechnic 

School  at  Paris,     pp.  130.     Hartford. 

Republished  from  the  Am.  Journ.  of  Ed. 

5.  Barnard,  H.     Scientific  and  Industrial  Education  in  Europe. 

Special  Report  to  the  Commissioner  of  Education,  pp.  784. 
Washington,  1870. 

Of  mainly  historical  interest  now. 

6    Bartley,  G.  C.  T.     The  Schools  for  the  People,    pp.  582.     Lon- 
don, 1871. 

History,  development,  and  present  working  of  each  kind  of  Eng- 
lish school  for  the  industrial  and  poorer  classes. 

7.  Bauer,  Max.     Zur  Frage  des  gewerblichen  Lehrlingswesen.    In 

Die  Gegenwart.     liter  Bd.     1877. 

8.  Bell,  I.  L.     The  Training  of  Employes,  or  Superior  Managers, 

Foremen,  Artisans  in  the  Manufacture  of  Iron.  pp'.  19-30. 
Vol.  III.  Second  Report  of  the  Royal  Commissioners  of  Tech- 
nical Instruction.  London,  1884. 


TECHNICAL   AND   INDUSTRIAL   EDUCATION.         163 

9.  Bticher,  B.     Geschichte  der  technischen    Kiinste.       Stuttgart, 

1878. 

10.  Biicher,  K.     Die  gewerbliche  Bildungsfrage  und  der  indus- 

trielle  Uiickgang.     pp.  66.     Vol.   If.   Piidagogischen  Studien 
von  W.  Rein.     Wieii  und  Leipzig,  1877. 

11.  Carter,  C.  M.     Industrial  Drawing:    Plan  for  a  First  Year's 
Work.     In  47th  Mass.  Report.     Boston. 

12.  Cousin,  V.     Education  in  Holland,  as  regards  Schools  for  the 

Working  Classes  and  the  Poor.     Tr.     pp.  299.     London,  1878. 

13.  Cuyper,  C.  de.      L' enseignement   technique   superieur   dans 
Pempire  d'Allemagne.     pp.  348.     Liege,  1875. 

Report  by  provinces. 

14.  Deseilligny,  A.  P.     De  1'influence  de  1'education  sur  la  mo- 
ralite  et  le  bien-etre  des  classes  laboreures.     Paris,  1868. 

Crowned  by  the  Academy. 

15.  Edgeworth,  M.     Practical  Education. 

16.  Enque'te  sur  1'enseignement  professionnel.      2  vols.     pp.  440 

(1864),  806  (1865).     Commission  de  1'enseignement  technique, 
pp.  186.     Paris,  1865. 

Collection  of  depositions  made  under  the  direction  of  the  minister 
of  agriculture,  commerce,  and  public  works.  Now  of  mainly  histori- 
cal interest. 

17.  Gelbe,  T.      Handfertigkeitsunterricht.      pp.   112.      Dresden, 

1885. 

Best  in  lithography. 

18.  Genauck,    C.      Die   gewerbliche   Erziehung   durch   Schulen. 
Lehrwerkstatten,  Museen  und  Vereine  im  Konigreich  Wiirt- 
temberg.     pp.  213.     Reichenberg,  1882. 


164  PEDAGOGICAL  LITERATURE. 

19.  Goddar-d,  Geo.     A  volume  on  Mechanics'  Institutes,  entitled 
Geo.  Birbeck,  the  Pioneer  of   Popular  Education.     London, 

1884. 

20.  Greard.     Enseignement  professionnel. 

21.  Greenwood,  J.  G.     On  Some  Relations  of  Culture  to  Practical 
Life.     pp.  1-19.     In  Essays  and  Addresses.     Owen's  College. 
London,  1874. 

22.  Grunow,  H.     Die  gewerbliche  Fortbildungs-Mittelschule.    pp. 
45.     Leipzig,  1872. 

A  prize  essay. 

23.  Ham,  Chas.     Manual  Training.     New  York,  1886. 

24.  Hill,  A.     Our  Industrial  Schools.     In  Contemporary  Review. 

Jan.,  1882. 

25.  Hutzelmann,  C.    Lehr-  und  Uebungsbuch  fur  den  gewerblichen 
Fortbildungs-unterricht  mit  einem  Anhang.     pp.  196.     Niirn- 
berg,  1880. 

26.  Huxley,  T.     Technical  Education.     In  his  Science  and  Cul- 

ture, and  Other  Essays.     London,  1882. 

27.  Jende,  P.     Schule-,  Volkswirtschaft-,  Zeit-,  und  Streitfragen. 

Heft,  773.     1886. 

28.  Jenkins,  H.  M.     Report  on  Agricultural  Education  in  North 

Germany,  France,  Denmark,  Belgium,  Holland,  and  the  Uni- 
ted Kingdom,  pp.  442.  Vol.  II.  Second  Report  of  the  Royal 
Commissioners  011  Technical  Instruction.  London,  1884. 

29.  Johnson.     Education  by  Doing.     New  York. 

30.  Krause,  F.  W.  D.     Die   Geschichte   des  Unterrichtes  in  den 

weiblichen  Handarbeiten.  pp.  89-136.  See  C.  Kehr  Ge- 
schichte der  Methodik.  3  Bd.  Gotha,  1881. 

With  valuable  literary  references. 


TECHNICAL  AND   INDUSTRIAL   EDUCATION.          165 

31.  Lachenmeyer,    Farbenfibel.       Kurzgefasste    Anleitung    zur 

Mischung.     Zusammenstellung  u.  Behandlung  der  Farben  m.      . 
KUcksicht   auf  deren  Verwendung  bei  der  Toilette   und  der 
Ziinmerausstattung.    pp.  25.     1  Croinolith.     Keutlingen,  1885. 

32.  Lannhardt.     Les  dcoles  techniques  superieures  de  Allemagne. 

Rev.  de  1'Enseignement,  1885. 

33.  Legorju,  J.     Die   Handarbeits-Unterricht   als   Classen-Unter- 
richt.     pp.  183.     Cassel,  1878. 

34.  Me  Arthur.     Education  in  its  Relation  to  Industry.     1885. 

35.  McLaren.    Technical  Schools  and  Workshops. 

36.  Marenholtz  v.     Education  by  Work. 

Chiefly  the  kindergarten  standpoint. 

37.  Mather,  W.     Report  on  Technical  Education  in  the  United 

States  of  America  and  Canada,  pp.  1-84  (1-857  the  Commis- 
sioners). Vol.  IT.  Second  Report  of  the  Royal  Commission- 
ers on  Technical  Instruction.  London,  1884. 

38.  Mather,  W.     Notes  on  Technical  Education  in  Russia,     pp. 

3-27,  Vol.  III.  Second  Report  of  the  Royal  Commissioners 
of  Technical  Instruction.  London,  1884. 

39.  Maurice,  F.  D.     Representation  and  Education  of  the  People. 

Chapters  from  English  History.    Crown  8vo,  paper.     London. 

40.  Maurice,  F.  D.     Learning  and  Working.     Six  Chapters  on  the 

Foundation  of  Colleges  for  Workingmen.  12mo.  London, 
1855. 

41.  McLaren,  Walter  S.  B".     Report  to  the  Worshipful  Clothes- 
workers'  Company  of  London  on  the  Weaving  and  Other  Tech- 
nical Schools  of  the  Continent,     pp.  118.     London,  1877. 

42.  Magnus,  P.     Technical  Instruction. 


166  PEDAGOGICAL   LITERATURE. 

43.  Putsch,  A.     Die  Reorganisation  der  Gewerbeschule  und  der 
von  ihr  zu  erwartende  Nutzen.     Ein  Beitrag  zur  Lb'sung  dieser 
Frage.     Berlin,  1879. 

44.  Report  (second)  of  the  Royal   Commissioners   on  Technical 

Instruction.     London,  1884. 

Four  large  blue-books.  A  systematic  survey  of  the  state  and 
methods  of  special  institutions  for  technical  instruction  in  Europe. 
Of  the  greatest  value.  See  condensed  review  of  this  report,  by  the 
late  C.  O.  Thompson,  in  circulars  of  the  Bureau  of  Education.  No.  3. 
1885.  IV.  Minutes  of  Evidence  relating  to  England.  Vol.  IV.  Evi- 
dence relating  to  Ireland. 

45.  Roscoe,  H.  E.    Technical  Instruction  in  France,    pp.  63.    Cir- 

culars of  Information  of  the   Bureau  of  Education,  No.  6. 
Washington,  1882. 

46.  Roscoe,  H.  E.     Examination  of  Witnesses  in  respect  to  Tech- 

nical  Instruction.      Vol.  III.    Second   Report   of  the   Royal 
Commissioners  of  Technical  Instruction.     London,  1884. 

47.  Roscoe,  H.  E.     Evidence  in  respect  to  the  Working  of  Calico 

Printing,     pp.  1-19.     Vol.  III.     Second  Report  of  the  Royal 
Commissioners  of  Technical  Instruction.     London,  1884. 

48.  Rossel,  E.     Leitfaden  fur  den  Unterricht  in  den  weiblichen 

Handarbeiten  zum  Gebrauch  fiir  Schule  und  Haus.     pp.  59. 
Berlin,  1881. 

49.  Russell,  J.  S.     Systematic  Technical  Education  for  English 

People.     8vo.     London. 

50.  Schonberg,   D.    G.      Handbuch    der  politische    Oekonomie. 
pp.  890-904.     Tubingen,  1882. 

Rich  in  information  and  literature  in  industrial  education. 

51.  Siemens,  C.  W.     Evidence  in  respect  to  the  Various  Systems 
of  Education  in  the  World  in  relation  to  Technical  Instruction. 


TECHNICAL  AND  INDUSTRIAL  EDUCATION.         167 

pp.  125-143,  Vol.  III.  Second  Report  of  the  Royal  Commis- 
sioners of  Technical  Instruction.     London,  1884. 

52.  Stetson,  Charles  B.     Technical  Education  :  what  it  is,  and 

what  American  Public  Schools  should  teach,     pp.  284.     Bos- 
ton, 1874. 

53.  Sullivan,  W.  K.    .Technical  Instruction  in  Ireland,    pp.  107- 

119,  Vol.  III.  Second  Report  of  the  Commissioners  on  Techni- 
cal Instruction.     London,  1884. 

54.  Stobbe,  TJ.     Lehrbuch  fur  den  Handarbeit-Unterricht.     pp. 
84.     Leipzig,  1882. 

Twelve  plates. 

55.  Thompson,  C.  O.     The  Modern  Polytechnic  School.     Inaugu- 

ral Address,  delivered  at  the  Opening  of  the  Rose  Polytechnic 
Institute,  March  7,  1883.     pp.  27.     Terre  Haute. 

56.  Technical  Teaching.     Subsidiary  Aids  to  Instruction.     Thrift 
in  Schools,     pp.  648.     Sec.  B.     Vol.  XIV. 

See  International  Health  Exhibition.    London,  1884. 

57.  Das  techniche  Unterricht  in  Preussen.     Sammlung  des  Han- 

delsministeriums,  etc.     pp.  313.     Berlin,  1879. 

Official  and  legal  acts  pertaining  thereto. 

58.  Twining.     Technical  Training.     London,  1874. 

59.  Wardle,  T.     Report  on  the  Silk  Industry,     pp.  29-106,  Vol. 

III.  Second  Report  of  the  Royal  Commissioners  on  Technical 
Instruction.     London,  1884. 

60.  Warren,  S.  E.     Notes  on  Polytechnic  or  Scientific  Schools  in 
the  United  States.     Their  Nature,  Position,  Aims,  and  Wants. 
New  York. 

See  also  the  following  pamphlets:  I.  Ayrton,  The  Improvements 
Science  can  effect  in  our  Trades,  and  the  Condition  of  our  Workingmen. — 
II.  Belfield,  H.  H.,  Inaugural  Address  by  the  Director  of  the  Chicago 


1G8  PEDAGOGICAL   LITERATURE. 

Manual  Training  School.  —  HI.  Clark,  J.  S.,  Industrial  Ed.,  Address  to  the 
Am.  Inst.  of  Instruction,  1882.  —  IV.  Garrett,  P.  C.,  Progress  of  Industrial 
Education,  Philadelphia,  1883. — V.  Jarvis,  E.,  Value  of  Common  School 
Education  to  Common  Labor  (circular  of  Bureau  of  Ed.  No.  3.  1879).— 
VI.  Magnus,  P.,  Technical  Instructiou  in  Elementary  and  Intermediate 
Schools,  London,  1883.  —  Magnus,  P.,  Introductory  Address  at  the  Opening 
of  Fiusburg  Technical  College,  1883.  —  VII.  Runkle,  J.  D.,  Report  of  Indus- 
trial Education,  Boston,  no  date. —  VIII.  Slagg,  J.,  Technical  Teaching, 
Address  to  Workingmen,  Manchester,  Eng.,  1884.  —  IX.  Woodward,  C.  M., 
1'ruits  of  Manual  Training,  Popular  Science  Monthly,  July,  1884.  See 
also  a  short  notice  of  the  city  and  guilds  of  London  Institute,  London, 
1884.  —  Industrial  Education  iu  France,  pp.  62. —  First  Report  of  Royal 
Commissioners.  —  Report  on  Industrial  Education  in  Boston;  and  Com- 
munication respecting  Industrial  Education,  by  Chas.  G.  Leland  (Circu- 
lar of  Information,  No.  3,  1883.  pp.  16-23.  —  Bureau  of  Education, 
Washington,  D.  C.).  — Industrial  Education  in  U.  S.  A  Special  Re- 
port, pp.  319,  1883.  — U.  S.  Bureau  of  Education,  Washington,  D.  C. — 
Chapters  on  Labor  as  an  Educator,  Education  and  Industrial  Arts,  and 
Education  and  Invention,  pp.  135-156.  —  Education  Abroad,  by  B.  G. 
Northrop,  Sec.  Connecticut  Bd.  of  Ed.,  1873.  —  Artisans'  General  Technical 
Schools  and  Apprenticeship  Schools,  Second  Report  British  Royal  Com- 
missioners, Vol.  ,  pp.  43-66.  —  Nature  and  Extent  of  Technical  Train- 
ing afforded  by  English  Schools  and  Colleges,  Second  Report  of  British 
Royal  Commissioners,  Vol.  I.,  pp.  393-504. —  Conclusions  and  Recommen- 
dations of  British  Royal  Commissioners,  Second  Report,  Vol.  I.,  pp. 
605-540.  — Industrial  and  Scientific  Education  in  United  States,  by  Pres.  A. 
D.  White,  N.  Y.,  1874.  See  Art.  Trade  Museum  and  Trade  Schools  in 
Encyclopaedia  Britannica.  Vol.  XXI.  See  reports,  catalogues,  etc.,  of 
Cornell  and  Vanderbilt  University,  the  Stevens  Institute  at  Hoboken,  the 
Rensselaer  Polytechnic  Institute,  the  Institute  of  Technology,  the  Law- 
rence and  Sheffield  Scientific  Schools,  Cooper  Union,  Auchmuty  Trade 
Schools,  Case  School  of  Applied  Sciences,  Hampton  Institute,  Lehigh 
University,  Colleges  of  Agriculture  and  Mechanic  Arts,  Philadelphia 
School  of  Industrial  Art,  Worcester  Free  Institute,  etc.  See  also  papers 
by  E.  E.  White,  C.  O.  Thompson,  J.  D.  Runkle,  J.  M.  Ordway,  C.  G. 
Leland,  Woodward,  and  many  others  in  the  proceedings  of  the  depart- 
ment of  superintendents,  and  elsewhere.  The  history  of  the  great  move- 
ment that  began  with  the  gift  of  Amos  Lawrence  is  yet  to  be  written. 


GERMAN    GYMNASIA.  169 

XXXIII. 
GERMAN    GYMNASIA. 


1.  Barnard,   H.     Classical   Gymnasium.     France,   Italy,   Russia, 

Saxony,  Saxe-Colmrg,  Saxe-Meiningen,  Saxe-Weimar,  Schles- 
wig-IIolstein,  Switzerland.  In  his  National  Education  in 
Europe.  Hartford,  1870. 

2.  Barnard,  H.     Real-gymnasium  and  Real-school.    Basle,  Berne, 

Coburg,  Gotha,  Lausanne,  Leipzig,  Lucerne,  Meiningen, 
Schleswig,  Weimar.  In  his  National  Education  in  Europe. 
Hartford,  1870. 

3.  Hirgel,  C.     Vorlesungen  ueber  Gymnasial  Piidagogik.     Tubin- 

gen, 1876. 

4.  Faulsen,  F.     Les  Gymnases  Prussien  au  XIX  siecle.     Rev.  de 

1'Enseignement,  1885. 

5.  Rappold,  J.     Unser  Gymnasien.     Wien,  1881. 

6.  Redivivus,    C.    (pseudonym).       Der    Krebsschaden     unserer 

Gymnasium.     Leipzig,  1886. 

7.  Schwartz.     Der  Organismus  der  Gymnasien.     Berlin,  1876. 

See  the  treatises  of  Nagelsbach,  Roth,  and  Schrader,  on  Gymnasial 
Padagogik,  and  of  the  journals  especially  devoted  to  gymnasia.  See 
Jahn'schen  Jahrbiiches.  Piid.  Revue.  —  Mutzell's  Zeitschrift  fur  Gymna- 
sialwesen,  und  Zeitschaft  fur  6'strreichischen  Gymnasien. 


170  PEDAGOGICAL   LITERATURE. 


XXXIV. 


ANCIENT   LANGUAGES   AND  LITERATURE. 

1.  Abbott,  E.  A.     On  the  Teaching  of  Latin  Verse  Composition. 

Education,     pp.  29.     Cambridge,  England,  1883. 

2.  Adams,  C.  F.     A   College   Fetich,     pp.    71.     Second  edition. 

Boston,  1884. 

His  well-known  address  on  the  Greek  question,  supplemented  by 
the  article  of  E.  H.  James,  and  by  other  matter. 

3.  Amos,  A.     Four  Lectures  on  the  Advantages  of  a  Classical 

Education,  as  an  Auxiliary  to  a  Commercial  Education,     pp. 
281.     London,  1846. 

4.  Bergoigne,  A.     La  place  du  Sanscrit  et  la  grammaire  com- 

paree,  dans  1'enseignement  universitaire.     Rev.  de  1'Enseigne- 
ment,  1886. 

5.  Bourgeois,  E.     L'Enseignement  classique.     Two  articles.    Rev. 

de  I'Enseigneineiit,  1883, 

6.  Breymann,  H.     Ueber  Lautphysiologie  und  deren  Bedeuting 

fiir  den  Unterricht.     pp.  32.     Miiuchen  und  Leipzig,  1884. 

7.  Bursians.     Geschichts  der  Klassischen  Philologie  in  Deutsch- 

land. 

8.  Collignen,  Max.     L'Enseignement   de   1'archeologie  classique 

et    les    collections   de    rnoulanges   dans   les   universites    alle- 
mandes.     Rev.  de  1'Enseignement,  1882  and  1884. 

9.  Delbruck.     Das  Sprachstudium  in  der  deutschen  Universitat. 

pp.  24.     1875. 


ANCIENT   LANGUAGES   AND   LITERATURE.          171 

10.  Dreyfus,  Brisac.     La  question  du  latin.     Rev.  de  1'Enseigne- 

ment,  1885. 

11.  Egger,  E.     L'hellenisme  en  France,     pp.  i.  471,  ii.  498.     Paris, 

1809. 

The  influence  of  Greek  studies  on  the  development  of  the  French 
language  aud  literature. 

12.  Egger,  E.     La  tradition  et  les   reformes   dans  1'enseignement 

uuiversitaire  souvenirs  et  conseils.     pp.  368.     Paris,  1883. 

Modern  philological  and  mainly  classical  questions  discussed. 

13.  Fechner,  H.     Gelehrsamkeit   oder   Bildung?    Versuch   einer 

Lb'sung  der  Gymnasiums  und  Itealschulfrage.     pp.  79.     Bres- 
lau,  1879. 

A  vigorous  pamphlet. 

14.  Freund,  W.     "VVie  studirt  man  Philologie  ?    pp.158.     4th  ed. 

Leipzig,  1880. 

A  very  convenient  hodegetic  for  students  of  languages. 

15.  Goodwin,  W.  W.     Bulletin  of  the  School  of  Classical  Studies 

at  Athens,      pp.  29.     Boston,  1883. 

16.  Hofmann,  A.  G.     The  Question  of  a  Division  of  the  Philo- 
sophical Faculty,     pp.  77.     Boston,  1883. 

The  notable  report  in  which  are  gathered  many  opinions  of  Ger- 
man professors  as  to  the  success  of  the  plan  of  admitting  graduates  of 
real  schools  to  the  university  on  equal  terms  with  graduates  of  gym- 
nasiums, after  the  plan  had  been  tried  for  a  term  of  years. 

17.  Kirchoff,  A.     De   FEnseignement   de  la  philologie  classique 
dans  les  uuiversites.'     Rev.  de  I'Enseignement,  1884. 

18.  Lersch,  L.      Die  Sprachphilosophie  der  Alten.     pp.  i.  204,  ii. 

202.     Bonn,  1838-40. 

Contains  educational  matter. 


172  PEDAGOGICAL  LITERATURE. 

19.  Mueller,  F.  M.    Inaugural  Lecture  on  the  Value  of  Compara- 
tive Philology  as  a  Branch  of  Academic  Study.    Vol.  IV.  of 
his  Works. 

20.  Muff.     Ueber  die  Auswahl  der  auf  den  Gymnasien  zu  lesen- 

den  griechischen  Schriftsteller.     1885. 

21.  Miiller,  L.     Geschichte  der  klassischen  Philologie  in  den  Nie- 

derlanden.     pp.  249.     Leipzig,  1869. 

Educational  matter. 

22.  Sauveur,  L.     Introduction  to  the  Teaching  of  Ancient  Lan- 
guages,    pp.  57.     New  York,  1879. 

23.  Schmeding,  F.     Die  klassische  Bildung  in  der  Gegeuwart. 
pp.  204.     Berlin,  1885. 

An  interesting  discussion. 

24.  Sears,  Barnas.     The  Ciceronian  ;  or,  the  Prussian  Method  of 

Teaching  the  Elements  of  the  Latin   Language,  adapted  to 
the  use  of  American  schools.     18mo.     pp.  184.     Boston,  1845. 

25.  Taylor,  S.  H.      Classical   Study:     its  Value  illustrated  by 
Extracts  from  the  Writings  of  Eminent  Scholars,     pp.  381. 
Andover,  1870. 

Evoked  by  Youman's  Culture  demanded  by  Modern  Life.  See 
also  his  Value  of  Classical  Study,  written  earlier.  See  also  the  many 
German  periodicals,  in  which  the  records  of  seminaries,  etc.,  are  kept, 
which  are  especially  devoted  to  training  in  pedagogy,  combined  with 
ancient  languages,  for  the  benefit  of  candidates  for  gymnasial  profes- 
sorships. See  the  section  on  Normal  Schools. 


STUDENT   LIFE   AND   CHARACTER.  173 

XXXV. 

STUDENT  LIFE  AND  CHARACTER. 

1.  Anon.     Etonia,  Ancient  and  Modern,     pp.  238.    London,  1865. 

The  best  parts  are  those  on  student  life. 

2.  Anon.     By  a  Graduate  of  '69.     Four  Years  at  Yale.     pp.  713. 

New  Haven,  1871. 

Very  full  on  student  life. 

3.  Anon.      My    School-boy  Friends :    a    Story    of    Whitminster 

Grammar  School.     16mo.     pp.  354.     Boston. 

4.  Anon.     Eight  Years  a  Blue-coat  Boy ;  or,  Dundalker's  School- 

days,    pp.  117.     London. 

5.  Anon.     Student-Life  at  Harvard,     pp.  518.     Boston,  1876. 

6.  Anstey,  H.     Monumenta  Academica,  or  Documents  Illustra- 

tive of  Academical  Life  and  Studies  at  Oxford.  2  parts,  pp. 
366,  866-859. 

7.  Baird,  W.  R.     American  College  Fraternities,    pp.  212.     Phil- 

adelphia, 1879. 

8.  Barnard,    H.      True    Student    Life.      Letters,    Essays,    and 

Thoughts  on  Education,  Studies,  and  Conduct  addressed  to 
Young  Persons  by  Men  Eminent  in  Literature  and  Affairs, 
pp.  416.  Hartford,  1872. 

9.  Barnstein,  A.  P.  v.     Beitrage  zur  Geschichte  und  Literatur  des 

deutschen  Studententhums.     pp.  156.     Wurzburg,  1882. 

Very  valuable,  containing  also  a  systematic  collection  of  litera- 
ture on  the  subject. 


174  PEDAGOGICAL   LITERATURE. 

10.  Beneke,  F.  W.     Die   Altersdisposition.      pp.  94.     Marburg, 

1879. 

Treats  of  the  physiology  and  pathology  of  the  different  periods  of 
life,  considering  especially  liability  to  disease,  and  the  changes  in 
volume  of  heart  and  arteries,  etc. 

11.  De  Fressens^,  Mme.     Two  Years  of  School  Life.     pp.  265. 
London. 

12.  Dolch,  O.     Geschichte  des   deutschen   Studententlmms.     pp. 
300.     Leipzig,  1858. 

Extending  only  down  to  the  war  of  emancipation. 

13.  Georgens.     Das   Spiel   u.  die   Spiele   der  Jugend.     pp.  276. 

Leipzig. 

14.  Goulburn,  E.    M.     The  Book  of   Rugby  School,     pp.   252. 

1856. 

History  and  daily  life. 

15.  Grube,  A.  W.     Blicke   ins   Triebleben   der  Seele,  psych  olo- 
gische  Studien  fur  angehende   Padagogen   und  Psychologen. 
pp.  306.     Leipzig,  1861. 

Devoted  to  the  instinctive  manifestation  of  will  and  intelligence 
in  children,  with  some  illustrations  from  the  current  literature  of 
instruction. 

16.  Fair    Harvard.      A   Story   of    American    College    Life.     pp. 

309. 

17.  Hall,  B.   H.     A  Collection  of   College  Words  and  Customs, 
pp.  508.     Cambridge,  1856. 

Arranged  alphabetically.    Valuable  for  student  life. 

18.  Haupt,  J.  L.     Landsmannschaften  und  Burschenschaft.     pp. 

364.     Altenburg,  1820. 


STUDENT   LIFE  AND   CHARACTER.  175 

10.  Hughes,   Thomas.      Tom    Brown's    Schooldays.       pp.    376. 
Last  edition.     London,  1880. 

See  Edin.  Review.    Jan.,  1858. 

20.  Keil,  R.  und  R.     Geschichte  des  jenaischen  Studentenlebens. 

(1548-1858).     pp.  662.     Leipzig,  1858. 

Containing  much  valuable  incidental  matter  on  the  history  of  the 
University. 

21.  Masson.     Les  enfants  celebres.     Paris,  186-3. 

A  history  of  children  of  all  ages  and  lands ;  illustrated. 

22.  Meiners,   C.     Ueber  die  Verfassung   und  Yerwaltung   deut- 

scher  Universitaten.     2  Bd.     pp.  372,448.     Gbttingen,  1801-2. 

Chiefly  valuable  now  for  the  study  of  disciplinary  methods  of 
student  life,  although  coutaiuing  much  else. 

23.  Mueller,  F.  Max.     Chips  from  a  German  Workshop.     5  vols. 
N.Y.,  1881. 

Vol.  V.     On  Freedom. 

24.  Mohl,  R.  v.     Geschichtliche  Nachweisungeu  u'ber  die  Sitten 
und   das    Betragen   der  Tiibinger   Studirenden  wahrend  des 
16ter  Jahrhunderts.     pp.79.     Tubingen,  1871. 

25.  Osgood,  Samuel.     Student  Life.     Letters  and  Recollections 
for  a  Young  Friend.     12mo.     pp.  164.     New  York,  1861. 

26.  Pascoe,  C.  E.    Everyday  Life  in  our  Public  Schools,    pp.  324. 

London, 

Very  interesting  sketches  by  a  representative  head  scholar  of  each 
of  the  seven  great  schools,  with  added  notices  of  St.  Paul's  and  Mer- 
chant Tailor's  schools  and  Christ's  Hospital,  and  glossary  of  school 
terms. 

27.  Pilger,  Dr.  Robert.     Das  Verbindungswesen  auf  Gymnasien. 
pp.  82.     Berlin,  1880. 


176  ^EDAGOGICAL    LITERATURE. 

28.  Pocci,  P.  O.     Gedenkblatter  als  Erinnerung  an  das  Universi- 
tats-Studiengenossen-Fest  iu  Landshut.     July  22,  1860.     pp. 
63.     Landshut,  1860. 

29.  Schaden.     Vorlesungen  iiber  akademisches  Leben  und  Stu- 
dium.     pp.  472.     Marberg  und  Leipzig,  1845. 

Of  some  value  for  the  study  of  student  life  to  pp.  121,  Part  I. 

30.  Steffens,  Heinrich.     German  University  Life.     The  Story  of 
my  Career  a&  Student  and  Professor,     pp.  284.     Philadelphia, 
1874. 

31.  Stedman,  Algernon  M.  M.     Oxford :  its  Social  and  Intellec- 
tual Life,  with  Remarks  and  Hints  on  Expenses,  the  Exami- 
nations, the  Selection  of  Books,  etc.     pp.  309.     London,  1878. 

Primarily  for  students  on  entering. 

32.  Timbs,  J.     Schooldays  of  Eminent  Men.     London,  1858. 

Illustrated. 

33.  Weigl,  M.     Gedenken  des  Corps  Bavaria  an  der  Universitat 

Miinchen  zur  Feier  seines  Jubilaums  in  Landshut,  1867.     pp. 
614.     Munchen,  1868. 

34.  Wordsworth.     Social  Life  at  the  English  Universities  in  the 

Eighteenth  Century. 

See  also  Hart's  German  Universities;  Everett,  On  the  Cam;  Bris- 
ted,  Five  Years  in  an  English  University.  See  section  on  the  Study  of 
Children.  See  especially  current  American  college  journals,  of  which  now 
several  score  are  published. 


THE   SCHOOL   AND   THE   FAMILY.  177 

XXXVI. 
THE   SCHOOL   AND   THE  FAMILY. 

1.  Abbott,  E.  A.     Hints  on  Home  Teaching.     London. 

2.  Abbott,  J.     Gentle  Measures  in  the  Management  and  Training 

of  the  Young.     New  York. 

3.  Bell,  A.     An  Experiment  in  Education,  made  at  the  Male  Asy- 

lum at  Egmore,  near  Madras,  suggesting  a  system  by  which  a 
school  or  family  may  teach  itself,  under  the  superintendence 
of  the  master  or  parent.  London,  1805. 

4.  Bohme,  E.     Licht-  und  Schattenbilder  hauslicher   Erziehung. 

Dresden,  1878. 

5.  Dwight,  Theo.,  Jr.     The  Father's  Book;  or,  Suggestions  for 

the  Government  and  Instruction  of  Young  Children  on  Prin- 
ciples Appropriate  to  a  Christian  Country.  2d  ed.  pp.  212. 
Springfield,  1835. 

C.  Fletcher,  Matilda.     Practical  Ethics  for  Schools  and  Families. 
New  York. 

7.  Kennedy,  H.  A.     The  Heart  and  the  Mind.     True  words  on 

training  and  teaching.     London. 

8.  Kennedy,  John.     The  School  and  the  Family.     The  Ethics  of 

School  Relations,     pp.  205.     New  York. 

9.  Mann,  Mary.     Moral  Culture  of  Infancy.     N.  Y.,  1877. 

10.  Martineau,  Harriet.     Household  Education,     pp.  366. 

11.  Meyer,  Bertha.     Aids  to  Family  Government;   or,  from  the 

Cradle  to  the  School.     12mo.     pp.  208.     New  York,  1879. 

12.  Northend.     The  Teacher  and  Parent.     Xew  York. 


178  PEDAGOGICAL-  LITERATURE. 

13.  Schultz,  F.     Die  hausliche  Erziehung  im  Zusammenhang  niit 
der  Schule.     Schweinfurt,  1876. 

14.  Thiersch,  H.  J.     Family  Life.     London,  1856. 

A  good  old-fashioned  German  book  translated. 

15.  Strure,  A.     A  Familiar  View  of  the  Domestic  Education  of 
Children  during  the  Early  Periods  of  their  Lives,  etc.     Trans- 
lated by  Willich.     London,  1802. 

See  next  topic. 

XXXVII. 
MORAL  EDUCATION. 

L  Abbott,  J.  The  Teacher.  Moral  influences  employed  in  the 
instruction  and  government  of  the  young,  pp.  293.  New 
York. 

2.  Academy  Keeper,  The ;  or,  A  variety  of  useful  directions  con- 

cerning the  management  of  an  academy,  the  terms,  diet, 
lodging,  recreation,  discipline,  and  instruction  of  young  gen- 
tlemen; with  the  proper  methods  of  addressing  parents  and 
guardians  of  all  ranks  and  conditions.  As  also  necessary 
rules  for  the  proper  choice  and  treatment  of  academy-wives, 
ushers,  and  other  menial  servants,  with  the  reasons  of  making 
them  public.  12mo.  Paper,  pp.  28.  London,  1770. 

As  may  be  inferred  from  the  title,  this  rare  pamphlet  is  satirical, 
and  throws  queer  light  upon  the  customs  of  the  time.    Only  curious. 

3.  Anon.     A  New  Method  of  Instruction  for  Children,  from  Five 

to  Ten  Years  Old,  including  Moral  Dialogues :  The  Children's 
Island,  a  tale ;  thoughts  and  maxims ;  models  of  composition 


MORAL  EDUCATION.  179 

in  writing,  for  children  ten  or  twelve  years  old ;  and  a  new 
method  of  teaching  children  to  draw.     4to.     London,  1800. 

Only  curious. 

4.  Appleton,   Miss.     Early  Education,   or  the  Management  of 

Children  considered  with  a  View  to  their  Future  Character. 
By  a  Governess  to  Queen  Victoria,     pp.  424.     London,  1821. 

5.  Arndt,  E.  M.     Entwurf  der  Erziehung  und  Unterweisung  einer 

Fiesster's.     Berlin,  1813. 

6.  Arnott,  Neil.     Observations  on  Fundamental  Principles,  and 

Some  Existing  Defects  in  National   Education.     IGmo.     pp. 
39.     London,  1870. 

7.  Blackie,   J.   &.     On    Self-culture,   Intellectual,   Physical,   and 

Moral.     A  vade  mecum  for  young  men  and  students.     New 
York. 

8.  Boyce,  S.  S.      Hints   toward  a  National   Culture   for  Young 

Americans.     New  York,  1878. 

9.  Bray,  C.     Education  of  the  Feelings.     A  Moral   System  for 

Secular  Schools.     London. 

10.  Buchanan,  J.  R.     Moral  Education :   its  Laws  and  Methods, 
pp.  395.     New  York,  1882. 

11.  Degerando.     Self-education  as  the  Means  and  Art  of   Moral 
Progress.     Translated,     pp.  456.     Boston,  1830. 

Philosophical. 

12.  Dick,  Tkos.     On  the  Mental  Illumination  and  Moral  Improve- 
ment of  Mankind,  or  an  Inquiry  into  the  Means  by  which  a 
General  Diffusion  of  Knowledge  and  Moral  Principle  may  be 
promoted.     Illustrated.     12mo.     pp.  462.     New  York,  1836. 

13.  Ellis,  Mrs.     Education   of  the   Heart   Woman's   Best  Work. 

London. 


180  PEDAGOGICAL  LITERATURE. 

14.  Ellis,  Mrs.     The  Education  of  Character,  with  Hints  on  Moral 

Training.     London,  1856. 

15.  Feigier,  F.     Das  Rettungshaus.     Eine  Anstalt  zur  Besserung 
sittlichverwahrloster  Jugend  im  Alter  v.  10-17  Jahren.     pp. 
25.     Pressburg,  1885. 

10.  Genlis,  Madame.  Lessons  of  a  Governess  to  her  Pupils,  or 
Journal  of  the  Methods  adopted  by  Mine.  Lilberg-Bruhart  in 
the  Education  of  the  Children  of  M.  d'Orleans,  First  Prince 
of  the  Royal  Blood.  Translated,  pp.  311.  Dublin,  1793. 

17.  Giersing,  Fr.     Die  christliche  Erziehung  in  Schule  u.  Haus. 

Tr.  from  the  Danish  by  P.  O.  Gleiss.     pp.  73.     Hannover. 

18.  Gill's  Systems  of  Education.     A  History  and  Criticism  of  the 

Principles,  Methods,  Organization,  and  Moral  Discipline  ad- 
vocated by  Eminent  Educationists.     16mo.     pp.  312. 

Full. 

19.  Gow,  A.  M.     Good  Morals  and  Gentle  Manners   for  Schools 

and  Families.     12mo.     Cincinnati,  1881. 

20.  Grube,  A.  W.     Von  der  sittlichen   Bildung   der  Jugend   im 
ersten  Jahrzehnten  des  Lebens.     pp.  344.     Leipzig,  1885. 

The  best  and  most  read  of  the  author's  works. 

21.  Guts   Muths,    J.     liber   vaterliindische   Erziehung.     pp.   76. 
Plauen. 

22.  Hall,  G.  Stanley.     The   Education   of  the  Will.     Princeton 

Review,  1882. 

23.  Heinroth,  J.  C.  A.     On  Education  and  Self-formation.     12mo. 

London,  1838. 

24.  Hime,    M.    C.      Self-education :    an    Essay  on   the    Relation 
between  the  Teacher  and  the  Taught.     London,  1881. 


MORAL   EDUCATION.  181 

25.  Hime,  M.  C.     Parting  Words  to  Boys  leaving  School.     12mo. 

London. 

See  also  his  Morality :  an  essay  addressed  to  young  men.    London. 

26.  Home,  H.     Loose  Hints  upon  Education,  chiefly  concerning 
the  Culture  of  the  Heart,     pp.  419.     Edinburgh,  1882. 

27.  Jost-Ludwig.     Die  Sittlichkeit  1st  im  Riickschritte  begriffen ; 

woran  liegt  die  Schuld?     Vortrag.     gr.  8.     pp.  43.     Zurich, 
Schrdter. 

28.  Kapff,  S.  C.     Warnung   eines  Jugendfreund,  oder  Belehrung 
ueber  Geheimesiinden.     Stuttgart,  1885. 

29.  Lessing,  G.  E.     The  Education  of  the  Human  Race.     Trans- 
lated by  F.  W.  Robertson.     8vo.     London. 

30.  Massenbach.     Ueber  Fiirsten-Erziehung.     Heidelberg,  1817. 

31.  Me'nard,  L.     Essai  sur   1'education   d'un  prince,  d'apres   un 

ancien  Ms.     Rev.  de  1'Enseignement,  1882. 

Four  articles. 

32.  Molesworth,  W.  N.     Prize  Essay  on  the  Great  Importance 
of  an  Improved  System  of    Education,      pp.  103.      London, 
1867. 

33.  Peck,  Charles  P.     Testimony  establishing  the  Effect  upon  the 
Moral  and  Educational  Growth  of  Children  Employed  in  Fac- 
tories.    In  Report  of  Bureau  of  Statistics  of  Labor  of  New 
York.     Albany,  1885. 

34.  Fresting.      Die    Hindernisse  u.  Bedingungen  einer  gesunden 

geistigen  Yolksbildung.     pp.  24.     1885. 

35.  Renan,  E.     La  part  de  la  famille  et  de  1'etat,  dans  1'education. 

Paris,  1869. 


182  PEDAGOGICAL   LITERATURE. 

36.  Rogers,  Edward.     A  Guide-book  for  Parents,  Teachers,  and 

Scholars,  designed  as  a  System  of  Ethics  for  Common  Schools. 
16mo.     Utica,  1849. 

37.  Ronneger.     On  Certain  Moral  and  ^Esthetic  Deficiencies  in 
the  Education  of  the  Present  Day.     Lecture.     London,  1874. 

38.  Rosen,  K.     Die  Kinder-Erziehung  init  besouderen  Riicksicht 

auf  die  Charakterbildung.    pp.  181.     1885. 

39.  Simons,  Thos.    Moral  Education  the  One  Thing  Needful. 
London,  1802. 

40.  Smiles,  S.     Character. 

41.  Stow,  D.     Moral  Training,  and  the  Training  System  estab- 
lished in   Glasgow  Normal   Seminary,  and   its   Model   High 
Schools.     408.     London,  1841. 

42.  Testas,  M.  F.     Virtues  and  Faults  of  Childhood.     From  the 

French,  by  Susan  E.  Harris.     12mo.    Boston. 

43.  Todd,  J.     Student's  Manual,    pp.  392.     1848. 

A  once  very  widely-read  book. 

44.  Treschel.     Der  Volkscharakter  und   der   Bildungs-anstalten 

der  Nord  Amerikaner.     Berlin,  1867. 

45.  Vessiot,  A.     Instruction   in  Moral  and  Civil  Government. 

Washington,  1882. 

46.  Wilson,  J.  M.     Morality  in  Public  Schools,  and  its  Relation 
to  Religion.     Paper.     16mo.     pp.  38.     London,  1882. 

See  the  preceding  and  two  following  topics,  and  general  works  on 
pedagogy.  See  also  as  contributions  to  the  recent  discussions  the  follow- 
ing articles:  Moral  Training  in  Public  Schools.  Peaslee,  J.  B.  Education. 
2.  150.  1881.  —  Moral  Education  in  Schools,  Report  on.  Education.  4.  1. 
1883.  — Moral  Instruction  in  the  Public  Schools.  Newton  &  Patton.  N. 
Am.  Rev.,  July,  1883.  137.  99.  — Morality  in  the  Public  Schools.  Johnson, 


SCHOOL  DISCIPLINE.  183 

Oliver.  Atlantic  Mo.,  June,  1883.  51.  748.  —  Morality  in  the  Public  Schools, 
Reply  to,  by  Walter  Elliott.  Cath.  World,  Aug.,  1883.  37.  709.  —  Secular 
View  of  Moral  Training.  Adler,  F.  N.  Am.  Rev.,  May,  1883.  13G.  446.— 
Teaching  of  Morality  in  Schools.  Chase,  E.  B.  Education.  4.  15.  1883. 
—  Moral  Results  in  School  Training.  Hailniauu,  W.  N.  Education.  1884. 
4.  415.  —  Moral  Training  and  School  Government.  Prince,  J.  T.  Educa- 
tion, Nov.,  1884.  5.  113.  —  The  Religious  Factor  in  Education.  Brastow, 
Lewis  O.  New  Eng.,  Jan.,  1884.  48.  20.  —  Teaching  of  Morals  in  the  Pub- 
lic Schools.  Barrows,  W.  New  Eug.,  Nov.,  1884.  43.  840.  —  Christian 
Education.  M'Chesuey,  E.  Meth.  Rev.,  Jan.,  1885,  p.  56. 


XXXVIII. 

SCHOOL  DISCIPLINE. 

1.  Ackermann,  B.     Das  Ehrgefuhl   im   Dienste   der  Erziehung. 

Eisenach,  1873. 

2.  Andrews,  Wm.     Punishments  in  the  Olden  Time.     London, 

1881. 

3.  B6hm.  I.     Die  Lehre  von  der  Schul-Disciplin.    pp.  40.    Vol.  II. 

Pad.  Studien  von  W.  Rein.     Eisenach,  1877. 

See  also  his  later  and  larger  work,  Die  Disciplin  der  Volksschule, 

1885. 

4.  Dobschall,  J.   Q.     Grundsatze   der  Schul-Disciplin.     Leipzig, 

1848. 

5.  Db'hm.     Die  Disciplin  der  Volksschule.     Nb'rdingen,  1876. 

6.  Eiseler,  F.     Zur  Gesichte  der  Strafe  als  Erziehungs  Mittel  in 

Einladungsschrift.     Frankfurt  a.  M.,  1871. 

A  convenient  compilation  on  a  subject  not  yet  well  written  up. 


184  PEDAGOGICAL   LITERATURE. 

7.  Frohlich,  G.     Gestaltung  der  Zucht  und  des  Lebens  einer  erzie- 

henden  Schule,  sowie  des  vereinten  Wirkens  von  Eltern  und 
Lehrern.  pp.  52.  Vol.  III.  Pad.  Studien  von  W.  Rein. 
Eisenach,  1878. 

8.  Hawkins,  L.  M.     The  Countess  and  Gertrude ;  or,  Modes  of 

Discipline.     4  vols.     London,  1811. 

0.  Holbrook,   Alfred.      School  Management,      pp.   272.      New 
York. 

10.  Jewell,   F.    S.     School   Government.     A   Practical    Treatise 
presenting  a  Thorough   Discussion   of    its   Facts,  Principles, 
and  their  Applications ;  with  Critiques  upon  Current  Theories 
of  Punishment,  and  Schemes  of  Administration.     12mo.     pp. 
308.    New  York. 

11.  Kennedy,  John.     Philosophy  of   School  Discipline,     pp.  23. 

Syracuse,  N.Y. 

12.  Mertens,  T.     Schlage  in  dcr  Schule?     Hannover,  1878. 

13.  Public  Education.     Plans  for  the  Government   and   Liberal 

Instruction  of  Boys  in  Large  Numbers,  as  practised  at  Hazle- 
wood  School.  2d  edition.  8vo.  pp.  390.  London,  1825. 

14.  Raub,  A.  N.     School  Management,  including  a  Full  Discus- 
sion of  School  Economy,  School  Ethics,  School  Government, 
and  Other  Professional  Relations  of  the  Teacher.     12mo.     pp. 
285.     Lock  Haven,  1882. 

15.  Schnell,  K.  F.     Die  Schul-Disciplin.     Berlin,  1854. 

16.  Stoy,  K.  V.     Ilaus-  und  Schulpolizei.     Berlin,  1856. 

17.  Zerrenner.     Schul-Disciplin.     pp.  158.     Magdeburg,  1876. 

18.  Ziller,  T.     Die  Regierung  der  Kinder.     Leipzig,  1857. 


FEMALE   EDUCATION.  185 


XXXIX. 


FEMALE  EDUCATION. 

1.  Baeieiibach,  F.  v.     Das  Problem   einer  Naturgeschichte  des 

Weibes.    pp.  12G.     Jena,  1877. 

Contains  a  few  educational  suggestions. 

2.  Brackett,  Anna  C.     The  Education  of  American  Girls,     pp. 

401.     New  York,  1874. 

Discussion  by  twelve  ladies,  evoked  by  Dr.  Clarke's  "  Sex  in  Edu- 
cation.' ' 

3.  Brooks,  W.   K.     The   Intellectual   Differences   between   Men 

and  Women  =  Chap.  X.  of  his  Law  of  Heredity.     Baltimore, 

1883. 

States  a  theory  of  great  educational  importance,  if  valid. 

4.  Buchner,  W.     Gegenwart  und  Zukunft  der  hbheren  Madchen- 

schule.     pp.   34.     Vol".    1.      Fiidagogischen   Studien   von   W. 
Rein.     Eisenach,  1876. 

5.  Butler,  Josephine  E.     Woman's  Work  and  Woman's  Culture. 

A  series  of  essays,     pp.  367.     London,  1869. 

6.  Clarke,  E.  H.     Sex  in  Education,     pp.  181.     Boston,  1875. 

7.  Clouston,  T.  S.     Female  Education  from  a  Medical  Point  of 

View.     pp.  48.     Edinburgh,  1882. 

Two  lectures. 

8.  Conradi,  J.     Die  Hauslehrerin  in  ihrem  Berufe  und  ihrer  Stel- 

lung.     Mitau,  1875. 

9.  Cremer,  W.     Frauenarbeit  in  der  Schule.     pp.  26.     1885. 


186  PEDAGOGICAL  LITERATURE. 

10.  Dall,  Caroline  H.     The  College,  the  Market,  and  the  Court ; 
or,  Woman's  Relation  to  Education,  Employment,  and  Citi- 
zenship,    pp.  499.     Boston,  1867. 

11.  Dammann,  A.     Die   hb'here  Madchenschule.     Ein  Beitrag   z. 
Reform  d.  hbheren  JVlachenschulwesens.     pp.  88. 

12.  Dammann,  A.     Selekta  der  deutschen  Biirger-Madchenschule 
und  das  Lehreriimen-Seminar.     Berlin,  1880. 

13.  Dammann,  A.     Zur  Reform  des  hoheren  Madchenschulwesens. 
pp.  88.     Leipzig,  1883. 

14.  Darwin,  E.     A  Plan  for  the  Conduct  of  Female  Education  in 
Boarding  Schools,     pp.  128.     Derby,  1797. 

Of  historical  value. 

15.  Darwin's    und    Hufeland's    Anleitung    zur  physichen    und 
moralischen  Erziehung  des  weiblichen  Geschlechts.     pp.  192. 
Leipzig,  1860. 

16.  Du  Mont,  E.     Das  Weib.     Philosophische  Briefe  iiber  dessen 

Wesen  und  Verhaltniss  zum  Manne*     pp.  377.     Leipzig,  1880. 

Some  educational  matter. 

17.  Dupanloup.     L'education  des  filles.     pp.  549.     Paris,  1878. 

Letters  by  a  Catholic  bishop. 

18.  Erkelenz.      TJeber  weiblichen  Erziehung;  Organization   der 
hoheren  weiblichen  Schule.     Koln,  1872. 

19.  Female  Schools  and  Education.     A  large  volume  of  articles 
on  the  subject.     From  Barnard's  Am.  Jour,  of  Ed.     Hartford, 
1875. 

20.  Fe"nelon.     The   Education   of   Daughters.      Translated,     pp. 

214.     Boston,  1821. 


FEMALE  EDUCATION.  187 

21.  Grey,  M.  Q.,  and   Shirreff,  E.     Thoughts   on   Self -culture. 

Addressed  to  Women,     pp.  379.     London,  1872. 

22.  Hamilton,  E.     Letters  addressed  to  the  Daughter  of  a  Noble- 

man, on  the  Formation  of  Religious  and  Moral  Principles.     2 
vols.     pp.  221.     1821. 

Once  widely  read. 

23.  Hennell,  Sara.     Comparative  Ethics.     I.   Moral  Principle  in 

Regard  to  Sexhood.     pp.  289-380.     London,  1883. 

Educational. 

24.  Hoffmann,   M.     Das   Weib   und  seine  Erziehung.     pp.  142. 

Leipzig,  1873. 

25.  lanke,  A.      Die  Mangel   in   der  gegenwartigen   ausern  und 
innern    Einrichtung  und   die  zeitgernasse  Umgestaltung  der 
hb'heren  Tochterschulen.     pp.  116.     Berlin,  1873. 

26.  Klencke.     Die  Mutter  als  Erzieherin  ihrer  Tb'chter  und  Sbhne 
zur  phj^sichen  und  sittlichen  Gesundheit  vom  ersten  Kinders- 
alter  bis  zur  Reife.     Leipzig,  1875. 

27.  Knobloch,  Ida.     Unsere  hbheren  Tochterschulen.      Welche 

Gefahren  liegen  in  ihrer  Organisation  u.  wie  ist  denselben  zu 
begegnen?    pp.44.     Breslau. 

28.  Koenig,  H.  Z.     Authentisches  iiber  die  deutsche  Erzieherin  in 

England,     pp.  44.     London.     Leipzig. 

29.  Kreyenberg,  G.    Die  hbheren  Tochtersschulen.    Leipzig,  1874. 

30.  Kreyenberg,  G.     Lehrplan  der  hbheren  Madchenschule.    Iser- 
lohn,  1878. 

With  special  hygienic  motives. 

31.  Lage,  B.  von  der.      Das  hbhere  Madchenschulwesen  Frank- 
reichs  seit  der  Republik.     pp.  48.     Berlin,  1886.     In  Deutsche 
Zeit-  und  Streit-Fraq;en. 


188  PEDAGOGICAL   LITERATURE. 

32.  Maintenon,  Mme.  de.     Entretiens  sur  Peducation  des  filles. 

2  vols.     pp.  355,  384.     Paris,  1854. 

33.  Necker   von    Saussure.      Die    Erziehung    des    weiblichen 

Geschlechtes.     Uebersetzt  von  E.  A.  Jacobi.     pp.  408.     Leip- 
zig, 1877. 

Less  interesting  than  her  larger  treatises.    The  French  original 
not  accessible. 

34.  Monica.     Ein  Lebensbild.     pp.  55.     Ahlfeld,  1853. 

35.  More,  Hannah.     Female  Education. 

36.  Orton,  J.     The  Liberal  Education  of  Women  :  the  Demand 
and  the  Method,    pp.  328.     New  York,  1873. 

Thirty-five  papers  by  different  authors. 

37.  Pascoe,  C.  E.     Schools  for  Girls,  and  Colleges  for  Women, 

for  Persons  of  the  Upper  and  Middle  Classes,     pp.  263.     Lon- 
don, 1879. 

38.  Ploss,  H.     Das  Weib  in  der  Xatur-  und  Volkerkunde.    2  Bd. 
pp.  480,  598.     Leipzig,  1885. 

Anthropological. 

39.  Poestion,  I.  C.     Griechische  Philosophinnen  zur  Geschichte 

des  weiblichen  Geschechtes.    pp.  474.     Bremen,  1882. 

Popular  and  interesting. 

40.  Reuper,  J.     Frauenberuf  und  Frauenbildung.    pp.  84.    Wien, 

1878. 

41.  Rondelet.      L'education   de  Ja  vingtieme   anne*e.     pp.   347. 

Paris,  1837. 

Letters  on  the  education  of  girls. 

42.  Rotheubiicher,  A.     Das  Ideal  e.  hoheren  Madchenschule.    pp. 
28. 


FEMALE   EDUCATION.  189 

43.  Rudolphi,  Caroline.     Gemiilde  weiblicher  Erziehung.     1  Th., 
pp.  261 ;  2  Th.,  340.     Leipzig  und  Heidelberg,  1857. 

Fourth  edition  of  eighty-eight  letters,  much  read,  and  written  with 
an  insight  into  childhood  hardly  less  prof ound  than  Madame  Necker  de 
Saussure. 

44.  Rousselot,  P.     Histoire  de  1'education  des  femmes  en  France. 
2  vols.     pp.  443,  407.     Paris. 

Valuable. 

45.  Shirreff,  E.     Intellectual  Education,  and  its  Influence  on  the 
Character  and  Happiness  of  Women,    pp.  276.    London,  1862. 

A  valuable  and  suggestive  work. 

46.  Schirreff,  E.      Intellectual  Education  for  Women,     pp.  424. 
London,  1858. 

47.  Schornstein,  R.     Das  hohere  Madchenschulwesens  sein  bishe- 

rege  Entwickelung  u.  Zukunft.     Elberfeld,  1866'. 

48.  Schornstein,  R.     Ausfiirlicher  Lehrplan  einer  vollstandig  or- 
ganisiten  hoheren  Madchenschule  und  Lehrerinnen  Bilduns- 
aiistalt.     Elberfeld,  1874. 

49.  Se"e,  C.     Lycees  et    Colleges  de  Jeunes   Filles,   Documents, 

Raports  et  Discours  a  la  Chambre  des  Deputes  et  au  Senat, 
Decrets,  Arretcs,  Circulaires,  etc.,  relatifs  a  la  loi  sur  1'enseigne- 
inent  secondaire  des  jeunes  filles.  Paris,  1884. 

50.  Strack,  K.     Geschichte  der  weiblichen  Bildung  in  Deutsch- 
land.    pp.  163.     GUtersloh,  1873. 

Book  I.  From  earliest  times  to  the  Reformation. 
Book  II.  From  the  Reformation  to  modern  times. 
Book  III.  Modern  times. 

51.  Thulie",  H.     La  Femme :   Essai   de   sociologie  physiologique. 
pp.  520.     Paris,  1885. 

Contains  educational  matter. 


190  PEDAGOGICAL    LITERATURE. 

52.  "Weiss,  Karl.     Unsere   Tochter  u.  ihre   Zukunft.     Madchen- 

Erziehungs-Buch.     3  Aufl.     pp.  130.     Berlin,  1885. 

53.  Wellmer,  M.     Deutsche  Erzieherinnen  und  deren  Wirkungs- 
kreis.     pp.  128.     Leipzig,  1877. 

Including  chapters  on  governesses  and  female  students  in  the 
university. 

54.  Wychgram,  J.     J.  L.  Vives'  Schrif ten  iiber  weibliche  Bildung. 
pp.  127.     VVien,  1883. 

His  "Education  of  a  Christian  Woman,"  written  in  1523. 

55.  Wychgram,   J.     Das   weibliche   Unterrichtwesen   in    Frank- 
reich.     Leipzig,  1886. 

See  also  the  following  leading  articles  in  the  Revue  Internationalle 
d'Education :  — 

L'Education  des  femmes.  Extract  du  Rapport  de  Condorcet.  pp.  44. 
1881. 

Des  avantages  de  Peducation  privee  pour  les  jeunes  filles.  Rapport  par 
Mile.  Guigot.  pp.  161.  1881. 

Etudes  des  Femmes,  par  Fleury.    pp.  267.     1881. 

Les  Ecoles  Superieures  de  filles  en  Allemagne,  par  W.  Noeldeke.  pp. 
32,201.  1881. 

Les  Ecoles  Superieures  de  filles  en  Suede.     G.  Sjoberg.    pp.  121.    1882. 

De  PEnseignernent  Superieur  de  Femme  en  Angleterre,  en  Ecoss,  et 
en  Irlande.  B.  Buisson.  pp.  5,  30, 178,  480.  1883. 

Des  Principales  differences  en  ces  les  Ecoles  de  garcons  et  les  Ecoles 
de  filles.  Noldeke.  pp.  445.  1884. 

Ferbers,  K.  Die  Aufgabe  d.  hoheren  Madchensch.  in  ihrem  Unter- 
schiede  vou  Kuabenschulen.  pp.  55.  Donauworth  Rev.,  1885. 

Sybel,  H.    Ueber  Frauenbildung;  Rundschau  der  1885. 

Reinhardt,  W.  Die  moderne,  hohere  Madchenschule.  pp.  31.  Frank- 
furt, 1885. 

Die  Lehrerin  in  Schule  und  Haus.  A  monthly  journal  devoted  to 
female  education,  conducted  by  Marie  Koeper-Hauselle.  Berlin,  1885. 

Cornelia.  Zeitschrift  fiir  hausliche  Erziehung.  Quarterly,  von  Carl 
Pillz.  Leipzig,  1885. 

Stevens,  Le  Comte.    University  Education  for  Women. 

Willard,  Emma.  An  Address  to  the  Public;  (particularly)  to  the 
Members  of  the  Legislature  of  New  York,  proposing  a  Plan  for  Improv- 
ing Female  Education.  8vo.  pp.  35.  Albany,  1819. 


FEMALE   EDUCATION.  191 

Willard,  Emma.  Advancement  of  Female  Education;  or,  a  series 
of  addresses  in  favor  of  establishing  at  Athens,  in  Greece,  a  female  semi- 
nary, especially  designed  to  instruct  female  teachers.  8vo.  pp.  48.  Troy, 
1833. 

See  also  the  life  of  Miss  Willard,  by  John  Lord .  Life  of  Mary 

Lyon,  by . 

Sweden,  High  School  for  Girls  in.    Washington,  1882. 

Health  Statistics  of  Female  College  Graduates.  In  Sixteenth  Annual 
Report  of  the  [Mass.]  Bureau  of  Statistics  of  Labor.  1885. 

See  also  history  and  reports  of  Mt.  Holyoke  Female  Seminary,  the 
Albany  Female  Academy,  Vassar,  Smith's,  Wellesley,  Bryn  Mawr  Colleges, 
etc.  By  H.  E.  Starrett.  —  The  Future  of  Educated  Women.  Chicago,  1885. 
W.  L.  Stevens.  —  University  Education  for  Women.  N.  A.  Rev.,  Jan.,  1883. 
C.  Baldwin.  —  The  Appeals  of  the  Harvard  Annex.  Century,  Sept.,  1884.  G. 
C.  Egglestou.  —  The  Education  of  Women.  Harper's  Mag.,  July,  1883,  etc. 


192  PEDAGOGICAL  LITERATURE. 

XL. 
THE  EDUCATION  OF  TEACHERS. 

1.  Bliedner,  A.     Karl  Volkmar  Stoy  und  das  padagogische  Uni- 

versitatsseminar.     Reichardt.     pp.  360.     Leipzig,  1885. 

2.  Boodstein,    O.     Die    Seminar-Vorbildung.     pp.    31.     Vol.  JI. 

Padagogischeu  Studieu  voii  W.  Rein.  Wieu  und  Leipzig, 
1876. 

3.  Burton,  W.     The  District  School  as  it  Was,  by  One  who  Went 

to  it.     Revised  edition.     16mo.     pp.  206.     Boston,  1850. 

Rare. 

4.  Clarke,  John.     An  Essay  upon  Study,  wherein  directions  are 

given  for  the  due  conduct  thereof,  and  the  collection  of  a 
library,  proper  for  the  purpose,  consisting  of  the  choicest 
works  in  all  the  several  parts  of  learning.  2d  ed.  16mo.  pp. 
342.  London,  1737. 

5.  Currie,  J.     The   Principles   and   Practice   of  Common   School 

Education.     12mo.     London. 

G.  Currie,  J.  The  Principles  and  Practice  of  Early  and  Infant 
School  Education.  With  an  appendix  of  hymns  and  songs, 
with  appropriate  melodies.  12mo.  London. 

7.  Czerny,  J.,  und  Grabolle,  G.     Der  Elementarunterricht  und 

die  praktische  Ausbildung  derLehramtskandidaten  in  Deutsch- 
land  und  in  der  Schweiz.  Wien,  1879. 

8.  Czerny,  Jos.     Die  erste  Lehrthatigkeit  d.  Elementarlehrers.    2 

Aufl.     pp.  27.     Wien,  1883. 

9.  Degerando.     Cours  normal  des  instituteur  primaire.     pp.  438. 

Paris,  1832. 


THE  EDUCATION  OF  TEACHERS.         193 

10.  Deinhardt,   H.      tlber   Lehrerbildung     und  Lehrerbildungs- 

Anstalten.     pp.  174.     Wieu,  1871. 

The  author  is  scientific  instructor  in  the  Pedagogiura  of  Vienna. 

11.  Dumesuil.     Le  preparation  pedagogique    des   professeurs   en 

Allemagne.     llev.  de  rEnseigiienieut,  1884. 

12.  Dupuy,  P.     L'£cole  Norrnale.     Three  articles.     Rev.  de  1'En- 
seigneinent. 

13.  Essays  on  Practical  Education,  from  the  Works  of  Ascham 

Milton,  Locke,  Butler,  etc.     2  vols.  in  one.     pp.  419,  452. 

Contains  an  admirable  summary  of  the  best  books  written  on 
education  to  1840. 

14.  Frohlich,  G.     Die  Erziehungschule.   Zugleich  eine  Einfiihrung 

in  die  wissenschaftliche  Padagodik.     pp.  42.     Vol.  II.     Pad. 
Studien  von  W.  Rein.     Wien  und  Leipzig,  1877. 

15.  Gartner,  J.     tlber  die  Organisation  der  Bildungsanstalten  fur 
Lehrer  und  Lehrerinnen  an  offentlichen  Volksschulen  in  Oster- 
reich.     pp.  30.     Wien,  1882. 

A  convenient  showing  of  hours  and  topics. 

16.  Gill,   John.     Notes   on    Lessons;    or,  The   Art  of    Teaching 
Young   Minds   to   observe   and  think.     Fully  illustrated  by 
sketches  and  notes  of  lessons.     IGmo.     London. 

17.  Goerth,  A.      Die   Lehrkunst.     Ein   Fiihrer  fur   Lehrer  und 

Lehrerinnen,  welche   sich  in  ihrem  Berufe  zur  Meisterschaft 
ausbilden  wollen.     Leipzig  und  Berlin,  1886. 

See  also  Conference  on  Education.  Vol.  XVI.  In  Health  Exhibi- 
tion, pp.  471.  London,  1884.  Many  papers  on  such  subjects  as  the 
training  of  teachers  in  normal  schools  and  universities;  the  organi- 
zation of  intermediate  and  higher  education;  the  education  of  girls; 
the  university  extension  movement,  especially  as  an  aid  to  teachers. 


194  PEDAGOGICAL   LITERATURE. 

18.  Israel,  A.     1st  es  ratsam  dem  padagogischen  Unterrichte  im 

Seminar   Herbart's    System    zu   Gruride   zu  legen?    pp.   32. 
Gotha,  1881. 

19.  Joyce,   P.   W.     A   Hand-book   of    School   Management  and 
Methods  of  Teaching.     12mo.     London. 

20.  Just,  K.     Die  Psychologic  im   Lehrerseminar.     Ein   Beitrag 
zur  Ausbildung  der  Schulwissenschaf ten .      pp.  22.     Padago- 
gischen Studien,  W.  Rein.     Leipzig,  1880. 

21.  Kittel,  E.     Ueber  Lehrerbildung  mit  besonderer  Beriicksichti- 
gung  der  formalen  Seite  derselben.     pp.  89.     Wien,  1878. 

22.  Kordgien.  H.     Zur  Organisation  der  Lehrerinnen-Seminarien. 
pp.  22.     Nordhausen,  1878. 

23.  Lablanch,  Vidal.     L'fieole  Xormale.     Rev.  de  TEnseignement, 

1884. 

24.  Laurie,  S.  S.     The  Training  of  Teachers,  and  Other  Educa- 

tional Papers,     pp.  369.     London,  1882. 

Also  primary  instruction.  Montaigne.  Educational  Wants  of 
Scotland.  Secondary  and  high  schools.  The  papers  are  often 
polemic. 

25.  Marion,  H.     Cours  sur  le  science  de  1'education.      Opening 
lecture.     Rev.  de  1'Enseignement,  1883. 

26.  Milne,  James  M.     The  Limits  of  Normal  School  Training. 

In  98th  Annual  Report  Board  of   Regents  of  the  Univ.  of 
State  of  N.Y. 

27.  Mohl,  C.     Padagogische  Seminarien  auf  Universitaten.     pp. 

108.     Neuwied,  1876. 

Mainly  polemic. 

28.  Neef,   Joseph.      Sketch   of  a    plan   and    method    of   educa- 
tion  founded   on   an   analysis   of    the   human   faculties   and 


THE   EDUCATION   OF   TEACHERS.  195 

natural   reason,  suitable   for  the  offspring  of  a  free  people. 
Philadelphia,  1808. 

By  a  former  coadjutor  of  Pestalozzi  at  his  school  near  Berne. 

29.  Reglemeiit,  F.     Die   Priifungen   der  Candidaten   d.  hoheren 

Schulamts,  nebst  den  Bestinmiungen  lib.  d.  Probejahr.     pp. 
48.     Berlin,  1883. 

30.  Rein,  W.     Betrachtungen  liber  Methode  und  Methodik.     pp. 
30.     Vol.  I.     Piidagogische  Studien.     Eisenach,  1876. 

31.  Rein,   W.      Ueber   die   Organisation   der   Lehrerbildung    in 

Deutschland.     pp.  26.     Padagogischen  Studien  von  W.  Rein. 
Dresden,  1881. 

32.  Richards,  W.  F.     Manual  of  School  Methods,  for  the  Use  of 

Teachers  iu  Elementary  Schools.     IGmo.     pp.  188.     London. 

33.  Richter,  K.     Die  Reform  der  Lehrerseminarien  nach  den  For- 

derungen  unserer  Zeit  und  der  heutigeii  Padagogik.     pp.  348. 
Leipzig,  1874. 

An  essay  crowned  by  the  Diesterweg  Society. 

34.  Robinson,  R.     Teacher's  Manual  of  Method  and  Organiza- 

tion, adapted  to  the  Primary  Schools  of  Great  Britain,  Ireland, 
and  the  Colonies.     London,  1876. 

35.  Root,  N.  W.  Taylor.     School  Amusements ;  or,  How  to  make 

the  School  Interesting,  and  Hints  upon  the  General  Manage- 
ment of  the  School. 

36.  Rotter,  R.     Die   Bildung   von    Kindergartnerinnen.     pp.    66. 

Wien,  1876. 

A  plea  for  kindergartens,  and  plan  of  study  for  a  seminary  for 
kindergarten  teachers. 

37.  Salisbury,  A.     Historical  Sketch  of   Normal  Instruction   in 
Wisconsin,  1846-1876.     pp.  103.     Madison,  1876. 


196  PEDAGOGICAL   LITERATURE. 

38.  Schiller,  H.     Ueber  die  padagogisclie  Vorbildung  zum  hb'he- 
ren  Lehramt.     Giessen,  1877. 

39.  Schoolmaster  of  the  Nineteenth  Century.     A  Full  Guide  for 
the  Natural   Development  of  the  Mental   Powers   of  Child- 
hood,  adapted   to   the  Wants   of    American   Classes   in  the 
Primary  Department,     pp.  152.     New  York,  1880. 

40.  Schneider.     Volksschulwesen  und  Leherbildung  in  Preussen. 
Berlin,  1875. 

41.  Schumann,  J.  C.  G.     Die  Geschichte  der  Padagogik,  im  Semi- 
narunterrichte.     pp.  76.     Bd.  IT.     Padagogischen  Studien  von 
W.  Rein.     Wien  und  Leipzig,  1877. 

42.  Seguin,  E.     Report  on  Education  at  the  Vienna  Exposition. 

12mo.     Milwaukee,  1880. 

43.  Smart,  J.  H.     Teachers'  Institutes,     pp.  206.     No.  2.     Cir- 
culars of  Information  of  the  Bureau  of   Education.     Wash- 
ington, 1885. 

44.  Staude,  R.     Die  culturhistorischen  Stufen  im  Unterricht  der 
Volksschule.     pp.  62.     N.  F.  II.     Padagogischen  Studien  von 
W.  Rein.     Leipzig,  1880.' 

A  course  of  reading  and  history,  including  religion,  for  the  first 
eight  years  of  school. 

45.  Stow,    David,    The    Life    and    Educational    Principles    of. 
Founder  of  the  Training  System  of  Education.     By  the  Rev. 
Win.  Fraser.     With  portrait.     Crown  8vo.     London. 

46.  Stow,  David.     Training  System  in  Glasgow  Normal   Semi- 
nary.    Edinburgh,  1840. 

47.  Stow,  David.     The  Training  System  of  Education,  includ- 
ing Moral  School  Training  for  Large  Towns,  and  Normal 
Seminaries   for  Training   Teachers   to  conduct  the   System. 
12mo.     pp.  564.     London,  1859, 


THE  EDUCATION  OF  TEACHERS.         197 

48.  Stoy,  K.  V.     Organisation   des   Lehrerseminars.      Ein   Bei- 
trag  zur  Methodologie    der   Padagogik.     pp.    104.     Leipzig, 
1869. 

The  author  (f!885)  was  one  of  the  best  known  and  influential  of 
German  university  teachers  of  pedagogy. 

49.  Thamin,  R.     Pedagogic  ct  philosophic.     Rev.  de  1'Enseigne- 
ment,  1884. 

50.  Vogt,  T.     Das  padagogische  Universitats-Seminar  in  seinem 

Verhaltniss  zu  den  iu  Preussen  mid  Oesterreich  bestehenden 
gesetslichen  Vorschriften  iiber  die  Bildung  der  Lehrer  an 
hbheren  Schulen.  pp.  04.  Leipzig,  1884. 

Treats  of  pedagogic  studies,  of  pedagogic  seminaries,  examina- 
tions, etc. 

51.  Willmann,  O.     Die  Vorbildung  fiir  das  hohere  Lehramt  in 

Deutschland  und  Oesterreich.  pp.  27.  Jan.,  Mara,  1882. 
Padagogisches  Correspondenzblatt.  Leipzig. 

Good. 

52.  Willmann,  O.     Les  Etudes  preparatoires  h,  1'enseignement  en 

Allemagne  et  en  Autriche.     Rev.  Int.  de  1'Enseignement,  1881. 

53.  Willmann.     Pedagogic  et  didactique.     Rev.  de  1'Enseigne- 
ment,  1882. 

54.  Wittstock,  A.     Ueber  die  Griindung  padagogischer  Faculta- 
ten  an  den  Universitaten.     Bleitcherode,  1864. 

Cf.  the  following   American   Manuals,   some  of    which   are 
widely  known :  — 

Alden,  J.     Outlines  of  Teaching.     Self -Education. 
Baldwin,  J.     The  Art  of  School  Management.     N.Y.,  1881. 
Brooks,  Charles.    A  Chapter  on  the  History  of  Normal  Schools 

in  New  England. 
Brooks,  E.     Normal  Methods  of  Teaching.     1879. 


198  PEDAGOGICAL   LITERATURE. 

Davis,  E.     The  Teacher  Taught. 

De  Graff.     Schoolroom  Guide* 

Hall,  S.  11.     Lectures  of  School-keeping,  1830,  and  Jarbuchers 

Manuel,  1851. 

Holbrook.     Methods  of  Teaching. 

Johonnot,  James.    Principles  and  Practice  of  Teaching.  1875. 
Mason,  A.  C.     1000  ways  of  1000  Teachers. 
Moffat.     How  to  teach  Reading,  Arithmetic,  Grammar. 
Pickett,  A.  and  J.  W.     The  Normal  Teacher. 
Phelps,  W.  F.     Teachers'  Handbook. 
Russel,  J.     Normal  Training. 

Russel,  W.     Principles  and  Methods  of  Home  Culture. 
Stowe,  Calvin.     Common  Schools  and  Teachers'  Seminaries. 
Swett,  John.    Methods  of  Teaching. 
Taylor,  J.  Orville.     The  District  School.     1834. 
Wells,  W.  H.     Graded  Course  of  Instruction. 
Wickershham,  J.  P.    Methods  of  Instruction. 


UNIVERSITY   EDUCATION.  199 

XLI. 
UNIVERSITY  EDUCATION. 

a.   GENERAL. 

1.  Beaussire.     La  question  des  universites.     Rev.  de  PEnseigne* 

ment,  1885. 

2.  Bekker.     Yon  deutschen  Hochschulen.     Alles  was  da  ist  und 

was  da  sein  sollte.     Berlin,  1869. 

3.  Blackie,  John    Stuart.     University  Reform.      Eight   articles 

reprinted  from  the  Scotsman  newspaper,  with  a  letter  to  Prof. 
Pillans.     8vo.     Paper,     pp.  67.     Edinburgh,  1848. 
Scarce. 

4.  Blackie,  John  Stuart.     A  Plea  for  the  Liberties  of  the  Scot- 

tish Universities.     Svo. 

5.  Blackie,  John  Stuart.     An  Appeal  to  the  Scottish  People  on 

the  Improvement  of  their  Scholastic  and  Academical  Institu- 
tions.    8vo. 

G.  Bluntschli,  Johann  Kaspar .     Die  Eintheilung  der  Universitat 
in  Facultaten.     In  die  Gegenwart.     1877. 

7.  Croiset,  A.     La  reforme  du  balcalaureat.     Rev.  de  1'Enseigne- 

ment,  1885. 

8.  Diman,  J.  L.     University  Corporations,  in   his   Orations   and 

Essays.     Boston,  1882. 

9.  Dwight,  J.     The  True  Ideal  of  an  American  University.     New 

England,  1871. 

10.  Emerson,  R.  W.     Universities,  in  his  English  Tracts. 

See  his  essays  entitled  the  Scholar,  the  American  Scholar,  and 
Education. 


200  PEDAGOGICAL  LITERATUKE. 

11.  Fichte.     Deducirtes   Plan   einer   zu    Berlin   zu   errichtenden 
hohern  Lehranstalt.     Stuttgart,  1817. 

Of  historical  importance. 

12.  Heywood,  J.     Recommendations  of  the  Oxford   University 

Commoners,  with  Selections  from  their  report  and  history,  of 
subscriptions,  tests,  and  collegiate  visitations,  pp.  559. 
London,  1853. 

13.  Heywood,  J.     Academic  Reform  and  University  Representa- 
tion,    pp.  335.     London,  1860. 

Chiefly  concerned  with  religious  tests  and  modern  studies.    Of 
mainly  historical  value  now. 

14.  Hoffmann,  F.  v.    Ueber  die  Idee  der  Universitaten.   Wtirzburg, 

1875. 

15.  Hoyt,  J.  W.     University  Progress.     New  York. 

16.  Huxley,  T.     Universities,  Actual  and  Ideal.     In  his  Science 

and  Culture,  and  Other  Essays.     London,  1882. 

See  also  A  Liberal  Education,  and  where  to  find  it. 

17.  Johnson,  Rossiter.     College  Endowments.     In  North  Ameri- 
can Review.     May,  1883. 

18.  Johnston,  Win.  P.     The  Work  of  the  University  in  America. 

Columbia,  1884. 

19.  Jolly.     Die  neueren  Reformen  der  Englischen  Universitaten. 

Preus.  Jahrbuch,  1879. 

20.  Lafaye,  G.     La  reforme  universitaire  en  Italie.     Rev.  de  1'En- 
seignement,  1884. 

21.  Lagarde,   Paul   de.     In   his   Deutsche   Schriften.      1878-81. 

Zum  Unterrichts  Gesetez. 

22.  Laspeyres,  B.     Ueber  das  Alter  der  Universitatsprofessoren 

in  Neuen  deutsche  Reich  1872.     Heft  3. 


UNIVERSITY    EDUCATION.  201 

23.  Maiden,  Henry.     On  the  Origin  of  University  and  Academi- 
cal Degrees,     pp.  173.     London,  1835. 

24.  McCarthy,   Justin.      The  English  Universities.     In  Galaxy. 
Nov.,  1869. 

25.  Mell,  P.  H.     College  Government,  Dormitory  System.      Bar- 
nard's Journal,     pp.  8. 

26.  Mills,  Caleb.     The  New  Departure  in  Collegiate  Control  and 

Culture.     Paper,  8vo.     New  York,  1878. 

27.  Moulton,  R.  G.,  and  Stuart,  J.     The  University  Extension 
Movement,     pp.  61.     London,  1885. 

A  brief  and  clear  account  of  this  very  interesting  movement. 

28.  Muther.     Der  Reform  der  deutschen  Universitiiten,  in  Glaser's 

Jahrbuch  der  Gesellschaft  und  Staatswissenschaft.     1869. 

29.  Newman,  Dr.  John  Henry.     Idea  of  a    University  defined 

and  illustrated  in  Nine  Discourses,  Occasional  Lectures,  and 
Essays,  addressed  to  Members  of  the  Catholic  Union.  12mo. 
pp.  527.  3d  edition.  London,  1873. 

30.  Newman,  Dr.  John  Henry.     The  Office  and  Work  of  Uni- 

versities.    12mo.     pp.  384.     London,  1859. 

31.  Newman,  Dr.  John  Henry.     Lectures  and  Essays  on  Uni- 
versity Subjects. 

32.  Newman,   Dr.   John   Henry.      The   Scope   and   Nature  of 

University  Education,  or  University  Teaching. 

See  his  articles  on  University  Curricula.    Eraser's  Mag.,  1875. 

33.  Pefleiderer,  E.     Zum  Wesen  der  Universitat  und  ihrer  Aufgabe 

als  Hochschule.     pp.  57.     Tubingen,  1884. 

34.  Pusey,  E.  B.     Collegiate  and  Professional  Teaching  and  Dis- 

cipline,    pp.  217.     Oxford,  1854. 


202  PEDAGOGICAL  LITEEATURE. 

35.  Rafmesque,  C.  S.     Improvements  of   Universities,  Colleges, 
and   other   Seats   of  Learning  iu   North   America,    pp.    18. 
Philadelphia. 

Printed  for  the  Eleutherium  of  Knowledge.    Very  rare. 

36.  Rogers,  J.  E.     Education  in  Oxford :  its  Methods,  its  Aids, 
and  its  Rewards.     12mo.     pp.  266.     London,  1861. 

37.  Rosenthal,    J.      La    preparation    aux   etudes   uuiversitaires. 

Rev.  de  1'Enseignement,  1886. 

38.  Russell,  M.     View  of  the  System  of   Education    at   present 
pursued  in  the  Schools  and  Universities  of  Scotland.     Edin- 
burgh, 1813. 

39..  Scheidler,  K.  H.     Ueber  die  Idee  der  Universitat  und  ihre 
Stellung  zur  Staatsgewalt.     pp.  429.     Jena,  1838. 

40.  Schleiermacher.      Gelegentliche    Gedanken    iiber    Universi- 

taten  im  deutschen  Sinne.     In  his  Works.     Berlin,  1808. 

An  expression  of  ideas  which  had  much  to  do  in  shaping  the  plans 
of  the  University  of  Berlin  as  opposed  to  Fichte. 

41.  Schlottman.       Das    Eng.    Universitatswesen.       Schmoller's 
Jahrbuch  IX.     1885. 


42.  Sch8nborn,  T.     Das  hohere  Unterrichtswesen  in  der  Gegen- 
wart.     pp.  1-40.     Deuts.  Zeit-  u.  Streit-Fr.     Berlin,  1885. 

43.  Schubert.      Zur   Geschichte  u.   Statistik  der   akademisch'en 
Studien  und  des  gelehrten  Berufs  in  Preussen  Seit.  1840.     In 
Meyer's  Archiv.  f.   Landeskunde  der  Preuss.     Monarchic  II. 
pp.  188. 

44.  Sedgwick.     On  the  Studies  of  Cambridge.     London. 


UNIVERSITY   EDUCATION.  203 

45.  Soci£t£  pour  I'e'tude  des  questions  d'enseignement  supe'rieur. 
pp.  652.     Paris,  1878,  and  publications  every  year  since. 

Universities  of  Bonn;  Gottingen,  Heidelberg,  Oxford,  Cambridge. 
Austrian  and  Dutch  Universities.  Medical  education,  Italian  and 
French  education. 

46.  Bpalding,  J.  L.     University  Education  considered  in  its  Bear- , 
ings  on  the  Higher  Education  of  Priests,    pp.  34.    A  Discourse 
delivered  at  the  Cathedral,  Baltimore,  Nov.  16,  1884. 

The  ideal  of  a  Catholic  university. 

47.  St .     La  paupe'risme  dans  les  universites  allemandes. 

Rev.  de  I'Enseignement,  1885. 

48.  Steffena.     Die  Idee  die  Universitaten.    Berlin,  1809. 

49.  University  Education,  Organization  of.     pp.  424.     Vol.  XV. 

Sec.  C.     See  International  Health  Exhibition.     London,  1884. 

50.  Vogt,  Carl.     Streifblicke  auf  das  Universitatswesen  im  deut- 

schen  Reich.     In  Nord  und  Slid.     May,  1885. 

51.  "Wall,  A.     An  Account  of  the  Different  Ceremonies  observed 
in  the  Senate  House  of  the  University  of  Cambridge,     pp.  376. 
Cambridge,  1798. 

52.  "Warren,  C.     Inquiry  concerning  the  Vital  Statistics  of  Col- 
lege   Graduates,   and    Distribution   of    College    Students    in 
1870-71.     Washington,  1872. 

53.  Way-land,  Francis.     Thoughts  on  the  Present  College  System 
in  the  United  States.     16mo.     pp.  160.     Boston,  1842. 

54.  Whewell,  W.     On  the  Principles  of  English  University  Edu- 

cation.    London,  1838. 

55.  Wilson,  W.  D.     The  Relations  of  the  University  [of  the  State 

of  N.  Y.]  to  the  Colleges  of  the  State  and  to  Higher  Educirtion. 
In  Ninety-eighth  Report  of  Board  of  Regents. 


204  PEDAGOGICAL   LITEKATUKE. 

56.  Zeller,   E.      Gedanken    uber    deutsche  Universitaten,  in   das 
Jahrbuche  der  Gegenwart.   pp.  1073.    Tubingen,  1845. 

57.  Orders   and   Regulations  formed  by  the  Oxford  University 
Commission  relating  to  the  Various  Colleges,  Fellowship,  Schol- 
arship, etc.,  at  Oxford.     Parliamentary  Proceedings,  1856-59. 

A  convenient  arrangement  of  material  from  the  blue-book  report 
of  1852. 

Ditto  for  Cambridge.     See  Parl.  Proc.     1857-60. 

Based  on  blue-book  reports  of  1850,  1852 ;  with  index,  1853.  See 
Royal  Society  of  Canada,  Report  on  Fellowship  (giving  their  num- 
bers and  income  in  the  fellowship  of  America  and  Europe),  by  Pro- 
fessors Johnson,  McGregor,  and  Hunt.  1885. 


ft.   COLLEGE  AND  UNIVERSITY  STUDIES. 

1.  Beaussere.     L'enr-eignement  de  la  philosophic  avant  les  nou- 

veaux  programes.     Rev.  de  1'Enseignement,  1882. 

2.  Blanchet.     De  1'enseignement  de  philosophic  dans  les  lycees. 

Rev.  de  1'Euseignement,  1881. 

3.  Boutrowx,  E.     De  1'organisation  de  1'enseignement  philosophic 

dans  les  Facultes  des  Lettres.     Rev.  de  1'Enseignement,  1882. 

4.  Boutrowx,  E.     L'agregation    de   philosophic.     Rev.   de  1'En- 

seignement, 1883. 

5.  Electives. 

Cf.  the  voluminous  literature  which  began  in  Germany  with  the 
real-schulc,  and  in  this  country  with  the  gift  of  Amos  Lawrence. 
See  Pres.  Eliot's  papers  on  the  New  Education;  Prof.  Hoffmann's 
Report;  the  Reports  of  Harvard  College;  and  for  the  group  system, 
the  late  Reports  of  the  Johns  Hopkins  University;  C.  F.  Adams,  a 
College  Fetich  (cf .  index).  See  also  as  samples  of  the  latest  Ameri- 
can literature,  G.  H.  Palmer,  The  New  Education,  Andover  Rev., 
Nov.,  1885,  for  a  very  lucid  account  of  the  elective  system  at  Har- 
vard.—  See  also  Professor  Ladd  of  Yale,  Education,  New  and  Old. 
Andover  Review,  Jan.,  1886.  —  Also  S.  Brearley,  The  System  of  In- 
struction and  Government  at  Harvard  College.  Pamphlet.  Putnam, 


UNIVERSITY   EDUCATION.  205 

N.  Y.  — Also  Pres.  Eliot's  Report,  1886.  —  Also  Prof.  West  of  Prince- 
ton, pamphlet  on  requisites  for  admission  to  colleges,  and  articles  in 
the  Independent,  May,  1886. 

G.  Espinas,  A.     L'agregation  de  philosophie.    Rev.  de  1'Enseigne- 
inent,  1884. 

7.  Hill,  T.     The  True  Order  of  Studies,    pp.  163.    New  York,  1876. 

8.  Hollenberg.      La   philosophie  dans  les  gymnases  allemandes. 

Rev.  de  1'Enseignement,  1881. 

9.  Morris,  G.  S.     Philosophical  Papers.    First  Series,  No.  1.    Uni- 

versity Education,     pp.  40.     Ann  Arbor,  1886. 

10.  James,  E.  J.     Outline  of  a  Proposed  School  of  Political  and 

Social  Science.  Read  before  the  Philadelphia  Social  Science 
Association,  pp.  24.  Philadelphia,  1885. 

11.  Schelling,  F.  W.  J.     Vorlesungen  iiber  die  Methode  des  akade- 
mischen  Studium.     Tubingen,  1803. 

12.  Seallers.     L'enseignement  de  la  philosophie   en   Allemagne. 
Rev.  de  PEnseignement,  1883. 

13.  Shields,  C.  W.     The  Order  of  the  Sciences,     pp.  103.     New 

York,  1882. 

14.  Tiberghien,  G.   Enseignement  et  Philosophie.    pp.  431.    Brux- 

elles,  1873. 

From  the  standpoint  of  Krause. 

15.  Todhunter,  I.     The  Conflict  of  Studies,  and  Other  Essays  on 

Subjects  connected  with  Education,     pp.  242.     London,  1873. 

The  other  essays  are :  II.  Competitive  Examinations;  III.  Private 
Study  of  Mathematics;  IV.  Academic  Reform;  V.  Elementary  Ge- 
ometry ;  VI.  Mathematical  tripos. 

16.  White,  Andrew  D.     The  Provision  for  Higher  Instruction  in 

Subjects  bearing  directly  upon  Public  Affairs.  In  Report  U.  S. 
Coin.  Paris  Exposition,  1878.  Vol.  II. 


206  PEDAGOGICAL    LITERATURE. 

17.  White,  Andrew  D.    "  What  Profession  shall  I  choose,  and  how 

shall  I  fit  myself  for  it?"     Ithaca,  1884. 

18.  Zarnecke,  F.     Histoire  de  la   Faculte"   philosophique.      Rev. 
de  1'Enseignement,  1882. 

Cf.  on  this  topic  the  three  following  sections;  also  those  on  classical 
and  scientific  education  and  modern  language,  history;  also  the  section  on 
history  of  special  institutions,  and  on  endowments. 


XLII. 

/ 

THEOLOGICAL   EDUCATION. 

1.  D'Arvert,  F.     La  reform  des  Facultes  de  Theologie.      Rev. 

de  1'Enseignement,  1882. 

2.  D  wight.     Higher  Christian  Education.     Kew  York. 

3.  Lagarde,  Paul  de.     In  his  Deutche  Schriften.     Bd.  I.,  1878, 

Ueber  das  Verhaltnis  des  deutschen  Staates  zu  Theologie, 
Kirche,  und  Religion.  Ein  Versuch  nicht  Theologen  zu 
orientiren.  pp.  5-55.  Zum  Unterrichtsgesetze.  pp.  155- 
217.  Die  Religion  der  Zukunft.  pp.  217-255.  Bd.  II.,  1881. 
Die  Stellungen  der  Religions  Gesellschaf  ten  zur  Staat.  pp.  17- 
37.  Noch  ein  mal  zum  Unterrichtsgesetze.  pp.  37-61. 

Full  of  thoughtful  and  far-reaching  suggestions. 

4.  Herder,  J.  S.  v.    Brief e  das  Studium  der  Theologie  betreffend. 

pp.  269-381.  Iste  Band.  Sammtliche  Werke.  Stuttgart, 
1852. 

5.  Mahaffy,  J.  P.     Decay  of  Modern  Preaching.     London,  1882. 

6.  Pelet,  P.      Une  lacune  dans  Penseignement  des  Facultes  pro- 

testants  de  Theologie.     Rev.  de  1'Enseignement,  1881. 


MEDICAL  EDUCATION.  207 

7.  Schleirmacher,  F.     Zur  Theologie,  erste  Abtheilung.     Sammt- 

liche  Werke.     Berlin,  1843. 

8.  Theiner,    A.      Geschichte   der  geistlichen    Bildungsanstalten. 

pp.  505.     Mainz,  1833. 

9.  Vail,  S.  M.      Ministerial  Education   in   Methodist   Episcopal 

Church,     pp.  262.     Boston,  1853. 

10.  Verner,  M.     Les  abus  de  la  me"thode  comparative  dans  Phis- 

toire  des  religions  en  general,  et  particulierernent  des  relig- 
ions scientifiques.     Rev.  de  1'Enseignement,  1886. 

11.  The  State  Church  of  England,     pp.  1043-1075.     Gneists'  Das 

Englische  Verwaltungsrecht.     1884. 

A  general  view  with  references  to  the  relation  between  State 
schools  and  the  Church  in  England.  See  also  Diman's  Religion  in 
America,  iii  his  orations  and  essays,  Boston,  1882. 


XLIII. 
MEDICAL  EDUCATION. 

1.  Bernheim.     Sur  le  projet  de  creation  d'un  nouveau  dipl6me  de 

docteur  es  sciences  medicales.      Rev.  de  1'Enseignement,  1883. 

2.  Bernheim,  H.     De  1'influence  des  decret  du  20  Juin,  1878,  sur 

les  etudes  chiniques,  dans  les  Facultes  de  medicine.     Rev.  de 
1'Enseignement,  1882. 

3.  Blenkinsop,  W.  H.     The  Student's  Handbook  of  Medical  Edu- 

cation, and  Guide  to  Qualifying  Boards  and  Schools  of  Medi- 
cine in  the  United  Kingdom,     pp.  799.     Cambridge,  Eng.,  1881. 

4.  Dumas,  L.      Sur  1'organisation  de  concours   de  Paggregation 

dans  les  Faculty's  de  medicine.     Rev.  de  1'Enseignement,  1882. 


208  PEDAGOGICAL    LITERATURE. 

5.  Helmholtz,  H.     On  Thought  in  Medicine,    pp.  199-236.     In 

Popular  Scientific  Lectures.     New  York,  1881. 

6.  Hun,  H.     A  Guide  to  American  Medical  Students  in  Europe. 

pp.  151.     New  York,  1883. 

Much  practical  information  arranged  by  places. 

7.  Huxley,  T.     Connection  of  Biological  Studies  with  Medicine. 

In  Science  and  Culture,  and  Other  Essays.     London,  1882. 

8.  Huxley,  T.  H.     On  Medical  Education.     In  Critiques  and  Ad- 

dresses.    New  York,  1873. 

9.  La  Fort,  L.     De   1'organisation   des  concours  de  Pagregation 

dansles  Facultes  de  medicine.     Rev.  de  1'Enseignement,  1882. 

10.  Pauly,  Julius.     Ernst  Wagner  bei  der  Uebernahme  des  Lehr- 
stuhles  der  Leipziger  Med.  Klinik.     In  Die  Gegenwart.     12tr 
Bd.     1877. 

11.  Recklinghausen.      L'enseignement  de  la  medicine,  son  his- 
toire,  ses  condition,  et  son  but.     Rev.  de  1'Enseignement,  1884. 

12.  Sprengel,  K.     Versuch   einer  pragmatischen  Geschichte  der 
Arzneykunde.     pp.  638.     Halle,  1821. 

This  great  work  contains  many  references  to  the  history  of  edu- 
cation, especially  medical. 

13.  Sturgis,  P.  R.     Medical  Education :  its  Objects  and  Require- 
ments.   In  Ninety-eighth  Report  Regents  Univer.    N.Y.,  1885. 

14.  Reports  of  Committee  on  the  Education  and  Practice  of  the 

Medical  Profession,  4  parts,  1834,  and  Three  Following  Re- 
ports of  Parliamentary  Proceedings,  1847-48,  N.  210,  702; 
1856,  N.  364,  Returns  relative  to  granting  Medical  Licenses. 

15.  Medical  Education.     In  Westminster  Review.     July,  1858. 

16.  Bibliography.      Education  (Medical)  and   Medical   Schools. 

pp.  65-124.  Index-Catalogue  of  the  Surgeon-General's  Office. 
Washington,  1883. 


LEGAL  EDUCATION.  209 

XLIV. 
LEGAL  EDUCATION. 

1.  Blondel,  Q.      De  1'enseignement  de  droit  dans  lea  Universi- 

ties allemandes.     Rev.  de  1'Enseignement,  1885. 

A  series  of  articles. 

2.  Bruns,  K.  E.     Geschichte  und  Quellen  der  Rb'mischen  Rechte. 

In  Holzendorf's  Cyclopedic  der  Rechtswissenschaft.  / 

3.  Estoublon,  R.      L'enseignement   de  droit  en  Algerie.      Rev. 

de  1'Enseignement,  1884. 

4.  Forsyth.     Hortensius. 

5.  FOBS.     The  Judges  of  England.     Vols.  I.-IX. 

Describes  the  guilds  of  advocates  and  the  development  of  inns 
and  law  education. 

6.  Hinschius,   Paul.      Geschichte  und  Quellen   der  Rechte.     In 

Holzendorf's  Cyclopedie  der  Rechtswissenschaft. 

7.  Manning.     Serviens  ad  Legem.     London,  1840. 

8.  Munro,  J.  E.  C.     The  Study  of  Law  in  Greece,  Rome,  and 

England,     pp.  29.     Manchester,  1882. 

With  a  tabular  view  of  the  subjects  of  examination  for  law  degrees 
at  Cambridge,  Oxford,  London,  Victoria,  Dublin,  Durham,  Edinburgh, 
Glasgow  Universities. 

9.  Reports  of   Committee  on   Inns  of   Court,  1834.     Report  on 

Legal  Education.  Parl.  Blue  Book,  1846,  No.  686.  Report 
of  Committee  on  the  Arrangements  on  the  Inns  Parliament  of 
1854,  No.  1998. 

10.  Schuldte,  von.     Das  juristische  Studium  auf  dem  deutschen 

Universitaten.     Conrad's  Jahrbuches  f.  Nationalokonomie  und 

Statistik,  1886. 


210  PEDAGOGICAL   LITERATURE. 

11.  Thiele,  A.     Dir  wissenschaftlich-juristische  Unterricht.     Ber- 
lin, 1869, 

12.  Warren,  S.     A  Popular  and  Practical   Introduction  to  Law 

Studies,  and  to  Every  Department  of  the  Legal  Profession. 
CLXX.    pp.  944.     London,  1845. 


XLV. 
EXAMINATION  AND  DEGREES. 

1.  Anon.     Programmes  des  examens  des  Faculte's  des  Sciences. 

Bacculaureat,  licence,  doctorat.    pp.  66.    Paris,  1875. 

2.  Anon.     By  a  Private  Tutor.     First  B.  A.  Examination :  Uni- 

versity of  London,     pp.  372.     London,  1878. 

By  subjects. 

3.  Baumgart,  M.    Grundsatze  und  Bedingungen  zur  Erlangung  der 

Doctorwiirde    bei    alien    Facultaten    der    Universitaten    des 
deutschen  Reichs.    pp.  222.     Berlin,  1884. 

From  original  sources,  and  mostly  in  official  language. 

4.  Berthelot.      L'examen  de  fin   d'etude   de  1'enseignement  se- 

condaire  en  Italic.     Rev.  de  PEnseignement,  1886. 

5.  Eve,  H.  W.     On  Marking,      pp.  1-28.      See  Lectures.     Cam- 

bridge, 1883. 

6.  Groombridge's  Guides.     A  Guide  to  the  Matriculation  Exam- 

ination,    pp.  102.     London,  1878. 

A  guide  for  examining. 

7.  Fogowitz,  J.     Zur  Staatspriifungan  in  den  technischen  Hoch- 

schulen.     Wien,  1879. 


EXAMINATIONS   AND   DEGREES.  211 

8.  Latham,  H.     On  the  Action  of  Examinations  considered  as  a 

Means  of  Selection,     pp.  544.     Cambridge,  1877. 

Diffusely  written,  but  of  great  value,  by  an  experienced  English 
tutor. 

9.  Le  Roy,  A. ;  Dugoudray,  G.     Memento  du  Baccalaure"at  es 

Lettres.     pp.  154,  161,  179.     Paris,  1875. 

Nearly  150  pages  devoted  to  cram-work  in  philosophy,  quite  well 
digested. 

10.  Morreau,  E.     Examens  universitaires. 

11.  Murray,  David.     The  Use  and  Abuse  of  Examinations,  with 

Sketches  of  Systems  now  in  use  in  China,  France,  Germany, 
and  England.     Syracuse,  1880. 

12.  Rolleston,  G.    The  Examination  System  and  the  Prerequisites 
of  Candidates,     pp.  907-15.     Vol.  II.,  Scientific  Papers  and 
Addresses.     Oxford,  1884. 

An  address  delivered  at  the  St.  Mary's  Hospital  Medical  School. 

13.  "Wood,   T.   W.      The   Degrees,    Gowns,    and   Hoods   of    the 

British,    Colonial,    Indian,   and   American    Universities   and 
Colleges,     pp.  36.     London. 

14.  Wooton,  E.     A  Guide  to  Degrees  in  Arts,  Science,  Literature, 

Law,  Music,  and  Divinity  in  the  United  Kingdom,  the  Colonies, 
the  Continent,   and  the  United   States,     pp.  724.     London, 

1883. 


212  PEDAGOGICAL   LITERATURE. 

XL  VI. 
HYGIENE   IN   EDUCATIONAL   BEARINGS. 

1.  Anon.     Bible  Hygiene,  or  Health  Hints,  by  a  Physician,     pp. 

249.     Philadelphia,  1880. 

2.  Baer,  A.     Alcoholismus.     pp.  621.     Berlin,  1878. 

Many  bearings  on  educational  hygiene. 

3.  Baginsky,  A.     Ilandbuch  der  Schulhygiene.     pp.  619.     Stutt- 

gart, 1883. 

Second  entirely  revised  edition;  104  plates;  and  especially  valua- 
ble for  its  systematic  lists  of  works  on  each  topic. 

4.  Blaikie.     How  to  get  Strong.     New  York,  1879. 

5.  Brigham,  A.     Remarks  on  the  Influence  of  Mental  Cultivation 

and   Mental   Excitement   upon    Health,     pp.    179.      London, 
1874. 

Reprinted   from   original   American  edition,  1883.     A  work  now 
well  worth  reading. 

6.  Calhoun,  A.  W.     The  Effects  of  Student  Life  upon  the  Eye- 

sight,    pp.  29.     Circulars  of  the  Bureau  of  Education.     No. 
6.     Washington,  1881. 

7.  Corning,  J.  L.     Brain  Exhaustion,     pp.  234.     New  York,  1884. 

With  preliminary  considerations  on  cerebral  dynamics. 

8.  Eiismaim.     Gesundheitslehre  fur  Gebildete  aller  Stande.    Miin- 

chen,  1885. 

9.  Falk,  F.     Die  sanitats-polizeiliche  Ueberwachung  hbherer  und 

niederer  Schulen  und  ihre  Aufgaben.     pp.  175.    Leipzig,  1871. 

10.  Feuchtersleben,  E.  F.  v.     Der  Diatetik  der  Seele.     pp.  174. 

Wien,  1883. 

An  interesting,  popular  work,  in  its  forty-fifth  edition. 


HYGIENE  IN   EDUCATIONAL   BEARINGS.  213 

11.  Fischer,  K.     Volks-Gesundheitspflege   und    Schule.     pp.    63. 

Berlin,  1877.     See  Deutsche  Zeit-  und    Streit-Fragenj     Jahr- 
gang  VI. 

12.  Fothergill,  J.  M.     Adolescence.     In  the  Physiologist  \n   the 

Household.     Part  I.     pp.  24.     London,  1880. 

13.  Fothergill.     The  Maintenance  of  Health.     New  York,  1379. 

14.  Graham,  S.      Eine   Vorlesung  fiir  junge  Manner  iiber  .Keu- 
scheit.     pp.  95.     Berlin,  1879. 

Translated  from  the  English. 

15.  Gustafson,  A.     The  Foundation  of  Death.     A  Study  of  the 

Drink-Question,     pp.  598.     Boston,  1885. 

! 

16.  Hall,  G.  Stanley,  and  Hartwell,  E.  M.     Bilateral  Asymme- 
try of    Function,     pp.   92-102.     Vol.    IX.      Mind.      LondoL 

1884. 

Bearing  on  the  use  of  the  right  and  left  hand. 

17.  Hasemann,  P.     Die  Ueberbiirdung  der  Schiller  in  dem  hb'he- 

ren  Lehranstalten  Deutschlands  rnit  Beziehung  auf  die  Wehr- 
haftigkeit  des  deutschen  Volkes.     pp.  30.     Strassburg,  1884. 

18.  Hasse,  Dr.  F.     Die  Uberbiirdung  unserer  Jugend,  auf  hoheren 

Lehranstalten  mit  Arbeit  im  zusammenhange  mit  der  Entse- 
hung  von  Geistesstorungen.     pp.  92.     Braunschweig,  1880. 

19.  Hertel.     Overpressure  in  High  Schools  in  Denmark,     pp.  148. 

London,  1885. 

A  careful  empirical  study  of  many  hundred  children  in  Copenha- 
gen schools,  with  valuable  introduction  of  forty  pages  by  J.  Crichton 
Browne. 

20.  Hirt.     System  der  Gesundheitspflege.     Breslau,  1880. 

21.  Holbrook,  M.   L.     Hygiene   of  the   Brain,    with   Numerous 

Original  Letters    from  Leading  Thinkers   and   Writers,  con- 


214  PEDAGOGICAL  LITERATURE. 

cerning    their   Physical    and   Intellectual   Habits,      pp.   279. 
New  York,  1884. 

22.  Jarvis,  Edward.      Tendency  of   Misdirected  Education  and 
the  Unbalanced  Mind  to  produce  Insanity,     pp.  22. 

23.  Javal.     Hygiene  des  ecoles  primaires  et  des  ^coles  maternelles. 

pp.  140.     Paris,  1884. 

A  valuable  and  detailed  work,  by  the  well-known  ophthalmolo- 
gist. 

24.  Jeffries,  B.  J.     Report  of  the  Examination  of  27,927  Children 
for  Color-blindness,    pp.  9.     Boston,  1880. 

26.  Kingsley,  C.     Health  and  Education,     pp.  411.     New  York, 

1884. 

26.  Kjellberg,  G-.  Influence  du  regime  scholaire  et  les  methodes 
de  Fenseignement  actuel  sur  la  sante  de  la  jeunesse.  Recher- 
ches  medicopsychologique.  pp.  30.  Paris,  1880. 

The  author  is  professor  of  mental  diseases  at  Upsala. 

I  27.  Krafft-Ebing,  F.  R.  v.     ttber  gesunde   und  kranke   Nerven. 
pp.  157.     Tubingen,  1885. 

An  enlarged  edition  of  his  Nervositat,  issued  the  year  before. 

28.  Lincoln.     School  Hygiene.     Six  lectures  delivered  under  the 

auspices  of  the  Mass.  Em.  and  Hygienic  Association.     Boston, 
1885. 

29.  Morris.     The   Book   of    Health.     London,   Paris,   and  New 
York,  1883. 

A  comprehensive  and  valuable  work. 

30.  Oswald,  Felix  L.     Physical  Education ;  or,  the  Health-laws  of 
Nature.     12mo.     New  York,  1882. 

31.  Ray,  I.     Mental  Hygiene,     pp.  338.    Boston,  1863. 

An  old  and  original  work. 


HYGIENE   IN   EDUCATIONAL   BEARINGS.  215 

32.  Reade,  A.  A.     Study  and  Stimulants,     pp.  233.     Manchester, 

1883. 

Extremely  valuable.  Consists  of  over  120  letters  from  men  lead- 
ing intellectual  lives,  on  their  own  practices  and  beliefs  regarding 
stimulants. 

33.  Renk,  P.     Ueber  den  Einfluss  von  Lesen  und  Schreiben  auf 

den  menschlichen   Kb'rper.     pp.  16.     Samm.  Gem.  Vortrage. 
No.  47.     Munchen,  1879. 

34.  Rietschel,  Hm.     Liiftung  und  Heizung  von  Schulen.     Ergeb- 
nisse  in  Amtlichen   Auftrage   ausgefiihrter  Untersuchungen, 
sowie  Vorschlage   iiber  Wahl,   Anordnung   und   Ausfiihrung 
von  Luftungs-  und  Heizungs-Anlagen  fur  Schulen.     Springer. 
Berlin,  1886.     8vo.     VII.,  pp.  95.     Hit  50  Tab.  u.  36  graph. 
Stein  taf. 

35.  Riant,  A.     Hygiene   scholaire.      Influence   de   1'ecole   sur  la 
sante  des  enfants.     pp.  399.     Paris,  1882. 

36.  Schaible,  C.  H.     An  Essay  on  the  Systematic  Training  of  the 
Body.     pp.  124.     London,  1878. 

Historical  sketch  to  p.  82. 

37.  Taylor,  C.   P.     Emotional   Prodigality,     pp.    16.     From   the 

Dental  Cosmos,  Philadelphia.     July,  1879. 

A  very  suggestive  paper. 

38.  Thoma.     Untersuchungen  ueber  die  Grosse  und  das  Gewicht 
der  anatomischen  Bestandtheile   der  menschlichen   Kb'rpers. 
Leipzig,  1882. 

39.  Wolfberg,  Siegfried.     Grundlagen  fur  diatetische  Erziehung. 

In  Deutsche  Rundschau.    Nov.,  1884. 

40.  Hygiene  des  ecoles  primaire  et  des  e*coles  maternelles.    Presente 
a  M.  le  ministre  de  1'instructiou  publique.     pp.  252.     Paris, 
1884. 


216  PEDAGOGICAL   LITERATURE. 

41.  ITebersicht  der  schul-hygienischen  Gesetzes-  und  Verordnungs- 
bestimmungen  in  der  Schweiz.  Archivbureau  der  Schweiz- 
perm.  Schulausstellung  in  Zurich,  1884.  pp.  60.  Bern.,  1884. 

For  full  bibliography  see  Index  of  surgeon-general's  office,  general 
topic,  Hygieue  and  Physical  Education,  with  sub-heads.  Also  see  in 
the  supplement  of  this  catalogue  the  Index  Medicus,  the  articles  under 
the  head  Hygiene  of  the  Person.  See  also  a  volume  of  Papers  of 
American  Public  Health  Association  for  article  on  School  Hygiene. 
See  also  Conditions  of  Health  Education,  etc.  Section  A,  Vol.  XIII. 
of  Health  Education  Literature.  London,  1884. 


XLVII. 
SCHOOL  AND  COLLEGE  GYMNASTICS. 

1.  Anon.     Zeitfragen  aus  dem  Gebiete  der  Turnkunst.     pp.  249. 

Berlin,  1881. 

A  collection  of  articles  by  the  best  writers  of  the  day  in  turning. 

2.  Angerstein,  E.     Theoretisces  Handbuch  fur  Turner.     Halle, 

1870. 

3.  Bach,  T.     Wanderungen,  Turnfahrten  und  Schiilerreisen.    Leip- 

zig, 1877. 

.4.  Brendicke.  H.     Grundriss  zur  Geschichte  der  Leibesiibungen. 
pp.  175.     Kolhen,  1882. 

A  valuable  compend. 

5.  "  Craven."     Walker's  Manly  Exercises,    pp.  264.    London,  1878. 

6.  Euler,  K.     Die  Geschichte  des  Turnunterrichtes.     pp.  136-475. 

In  C.  Kehr,  Geschichte  der  Methodik.     3  Bd.     Gotha,  1881. 


SCHOOL   AND   COLLEGE   GYMNASTICS.  217 

7.  Euler,  C.,  and  Kluge,  H.  O.     Turngerathe  und  Turneinricht- 

ungen    filr    Schul-    und    Militar-Turn-Anstalten    und    Turn- 
Vereine.     pp.  222.     Berlin,  1872. 

Detailed  directions  and  measurements  for  making  gymnastic 
apparatus,  with  many  illustrations. 

8.  Euler,  C.,  and  Eckler,  G.     Verordnungen  und  amtliche  Bek- 

anntmachungen  das  Turnwesen  in  Preussen  betrefferid.     pp. 
163.     Berlin,  1884. 

Contains  all  the  important  official  papers  and  rules. 

9.  Fetzer.     Ueber  den  Einfluss  den  Militardienstes  auf  die  Koer- 

perent  entwickelung.     Stuttgart,  1879. 

10.  Guttmann,  O.      Die   asthetische    Bildung   des   menschlichen 
Korpers.     Leipzig,  1880. 

11.  Guts  Muths.     Spiele  ziir  Uebung  und  Erholung  des  Korpers 
uud  Geistes,  fiir  die  Jugend,  ihre  Erzieher  und  alle  Freunde 
unschuldiger    Jugend -Freunden.      pp.  492.      Schnepfenthal, 
1796. 

Of  great  but  only  historical  importance.  A  new  and  enlarged 
edition  was  published  at  Hof  in  1885. 

•V  12.  Hartwell,  E.  M.  Circulars  of  Information  of  United  States 
Bureau  of  Education,  No.  5,  for  1885.  Physical  Training  in 
American  Colleges  and  Universities,  pp.  183.  Washington, 
1886. 

Gives  a  full  account  of  American  attempts  at  physical  training; 
.  also  plans  and  descriptions  of  the  best  college  gymnasia,  and  a  state- 
ment concerning  the  aims  and  methods  of  the  German  system  of 
physical  training.    See  also  articles  by  the  same  author  in  Papers  of 
the  American  Public  Health  Association,  vols.  X.  and  XL 

13.  Hirth,  G.     Das  Gesammte  Turnwesen.    pp.  866.    Leipzig,  1866. 

Chapters  on  the  development  of  gymnastics  in  Germany  from 
Jahn  and  Spiess.  Organization  of  buildings  and  yards  and  different 
games,  festivals,  unions,  and  games.  Educational  and  military  value 
of  gymnastics.  The  book  gives  an  admirable  picture  of  the  state  of 
gymnas'  ics  in  Germany  at  the  time  it  was  written. 


218  PEDAGOGICAL  LITERATURE. 

14.  Hitchcock,  E.     A  Manual  of  Gymnastic  Exercises  as  Prac- 
ticed by  the  Junior  Class  in  Amherst  College.     Boston,  1884. 

15.  Hunt,  Lucy  B.    Handbook  of  Light  Gymnastics.    Boston,  1882. 

16.  Jaeger,  O.  H.     Die  Gymnastik  der  Hellenen.    pp.  336.    Stutt- 
gart, 1881. 

A  very  valuable  work,  but  written  in  a  scrappy  and  rambling  way. 

17.  Jahn,  F.  L.     Edited  by  Eiselen,  E.     Die  deutsche  Turnkunst, 
zur  Einrichtung  der  Turnplatze.     pp.  288.     Berlin,  1816. 

A  work  of  great  historical  importance  by  tb,e  founder  of  Turner- 
societies  in  Germany. 

18.  Jahn,  F.  L.     A  Treatise  on  Gymnasticks.     pp.  179.     North- 
ampton, 1828. 

Translated  and  epitomized. 

19.  Kloss,  M.     Die  weibliche  Turnkunst.    pp.  445.    Leipzig,  1875. 

One  of  the  best  German  works  on  the  subject.    Many  illustrations. 

20.  Lion,  J.  C.     Statistik  des  Schulturnens  in  Deutschland.     pp. 
474.     Leipzig,  1874. 

21.  Lion,  J.  C.     Abriss  des  Entwickelungs-Geschichte  des  neueren 

deutschen  Turukunst.     Hof,  1880. 

22.  Mercurialis.     De  Arte  Gymnastica.     Amsterdam,  1672. 

Of  historical  importance. 

23.  Morgan,  I.  G.     University  Oars.     pp.  397.     1873. 

An  inquiry  into  the  health  of  college  oarsmen. 

24.  Furitz.     Code-Book  of  Gymnastic  Exercises.     London,  1883. 

A  most  excellent  manual. 

25.  Ravenstein.     Volksturnbuch,  ,im  Sinnevon  Jahn,  Eiselen  und 

Spiess.     Frankfurt  a.  M.,  1876. 

26.  Rothstein,    H.      Die    gymnastischen   Freiiibung    nach    dem 

System  P.  H.  Ling's  reglementarisch  dargestellt.     Berlin,  1861. 


SCHOOL   AND   COLLEGE  GYMNASTICS.  219 

27.  Sargent's  System  of  Developing  Appliances  and  Gymnastic 
Apparatus,     pp.  20.     Cambridge,  1882. 

The  Harvard-Sargent  system  lately  introduced  into  many  Ameri- 
can colleges.  See  also  articles  by  Dr.  D.  A.  Sargent  on  Physical  Edu- 
cation in  Colleges,  North  American  Review  for  February,  1883,  in 
Physical  Training;  the  Sanitarian  for  March,  1884,  and  in  Vol.  IX., 
Papers  of  American  Public  Health  Association. 

28.  Scholem,  A.      Allerlei  fiir  Deutschlands  Turner,     pp.  119. 
Berlin,  1885. 

A  very  readable  collection  of  papers,  by  a  dozen  authors,  mostly 
professional  teachers  of  gymnastics. 

29.  Steckel,  F.     Das  Wichtigste  aus  der  Methodik  des  Turners 
fiir  Volksschullerer.     pp.  96.     Kothen,  1885. 

Appendix  contains  official  regulation  for  gymnastics  in  public 
schools. 

30.  Vischer,  Fr.     Das  Akademische  Leben  und  der  Gymnastik,  in 

Schwegler's  Jahrbucher  der  Gegenwart.    pp.  678.    Tubingen, 
1875. 

31.  Wortmann.    Das  Keulenschwingen  in  Wort  und  Bild.    Hof, 

1885. 

See  also  Zeitschrift  fiir  das  osterreichische  Turnwesen  Wien. 
With  special  reference  to  school  and  hygienic  gymnastics.  Monthly, 
second  year,  1886.  Vienna  (Pichler's  Witwe  u.  Sohn).  Price,  6  marks 
yearly. 

See  also  Anleitung  fiir  Offiziere  u.  Unteroffiziere  beim  Erthei- 
len  der  Unterrichts  im  Turnen  und  Bajoue  Hiren.  Ber- 
lin, 1881. 

The  following  supplementary  list  may  also  be  consulted :  — 

|~    Ball.     Physical   Exercises,      pp.   317-366.      Vol.    I.      Buck's 
Hygiene  and  Public  Health.    New  York,  1879. 

A  concise  and  scientific  article. 

Blaikie.     Sound  Bodies  for  our  Boys  and  Girls.     New  York. 
Braiinloch  und  Leonhardt.     Das  Turnen  mit  dem  Holtz-  und 
Eissenstabe.     Leipzig,  1876. 


220  PEDAGOGICAL  LITERATURE. 

Brendicke.  t)ber  die  Wichtigkeit  und  den  Nutzen  des 
Madchen-Turnens.  Wien,  1885. 

A  valuable  prize  essay,  written  in  a  popular  style. 

Brendicke.  Zur  Geschichte  der  Schwimmkunst  und  des  Bade- 
wesens.  Hof,  1885. 

Brendicke.     Allgemeine  Turnkunde.     Berlin,  1883. 

Clarke,  E.  H.     Sex  in  Education,  and  Building  of  a  Brain. 

Daunenberg.  Leitfaden  fiir  den  Turn-Unterricht  in  acht- 
klassigen  Knaben  u.  Madchen  Biirgerschulen.  Frank- 
furt a.  M.,  1875. 

Donat.  Wie  leitet  der  Offizier  das  Turnen  bei  d.  Truppe  nach 
d.  Reglement?  Berlin,  1881. 

Du  Bois-Reymond.     tlber  die  ttbung.     pp.51.     Berlin,  1881. 

This  is,  perhaps,  the  best  exposition  of  "  The  Physiology  of  Exer- 
cise," under  which  title  it  is  republished  in  the  Popular  Science 
Monthly,  New  York,  issues  for  July  and  August,  1882. 

» 
Esk.     Turn  und  Volkslieder  fiir  deutsche  Schuleu.    pp.  120. 

Berlin,  1885. 
Euler  und   Kluge.     Lehrbuch   der   Schwimmkunst.     Berlin, 

1870. 

Heeger.     Schulturnen  und  Korperpflege.     Leipzig,  1884. 
Hitchcock.     A  Report  of  Twenty  Years'  Experience  in  the 

Department   of    Physical   Education   and   Hygiene  in 

Amherst    College,   to    the   Board  of    Trustees,    1881. 

Amherst,  Mass.,  1881. 

Of  historical  value.  See  also  Papers  of  American  Public  Health 
Association  for  1877. 

Health  Statistics  of  Women  College   Graduates.     Report   of 

Special    Committee   of   the   Association   of    Collegiate 

Annual,  together  with  Statistical  Tables   collected  by 

the  Mass.  Bureau  of  Statistics  of  Labor.     Boston,  1885. 

Interesting  but  inconclusive. 

Jenny.  Buch  der  Reigen.  Eine  Sammlung  von  Tanzreigen, 
Aufziigen  mit  Gesang.  Liederreigen  und  Kanonreigen 


SCHOOL   AND   COLLEGE   GYMNASTICS.  221 

zum   Gebrauch   beim   Schulturnen.      Mit   Zahlreichen 
Musikbeigaben  u.  272  Holzschnitten.     Hof,  1880. 

Jahrbiicher  der  deutschen  Turnkunst,  Zeitschrift  fiir  die 
Angelegenheiten  der  deutschen  Turnwesens,  vomehm- 
lich  in  seiner  Richtung  auf  Erziehung  und  Gesund- 
heitspflege.  Organ  der  deutschen  Turnlehrerschaft. 
Leipzig.  E.  Strauch.  1885,1886.  Thirty-second  year. 
Bimonthly,  1855-1881.  Since  1881,  monthly.  Price, 
7J  marks  yearly. 

Journal.  Arnerikanische  Turnzeitung.  Milwaukee  W.  S. 
Weekly.  Organ  of  the  North  American  Turnerband, 
1886.  Second  year.  Price,  $3.00  yearly. 

Journal.  Deutsche  Turnzeitung,  Blatter  fiir  die  Angelegen- 
heiten des  gesamden  Turnweseus.  Organ  der  Deut- 
schen Turnerschaft.  Yerlag.  E.  Strauch.  Leipzig. 
Thirty-first  year.  Weekly.  Price,  6  marks  yearly. 

Koeppel.     Der  Rekrut.     Kurze  Anleitung  zur  Ausbildung  der 

Infanteristen   bis   zur  Einstellung    in   die  Kompagnie. 

Berlin,  1883. 

Kummel.  Methodik  des  Turnunterrichtes.  Wien,  1885. 
Ladebeck.  Lehrbuch  der  Schwimmkunst.  Leipzig,  1885. 
Lang.  Turntafeln.  Illustrationen  frei  bearbeitet  nach  J. 

C.  Lion  und  Ravenstein.     pp.  9.     122  Tafeln.     Quer- 

folio.     Chicago. 

Shows  by  illustrations  the  character  of  a  great  variety  of  gym- 
nastic exercises. 

~  Lewis,  Dio.     The   New   Gymnastics   for  Men,   Women,  and 

Children.     Boston,  1862. 

Lincoln,  D.  F.     School   and   Industrial   Hygiene.     Philadel- 
phia, 1880. 
No.  XII.  of  American  Health  Primers.    Compact  and  suggestive. 

Lion.  Das  Stossfecthen,  zur  Lehre  und  tlbung  in  Wort  und 
Bild  dargestellt.  Mit  26  Abbildungen.  pp.  144.  Hof, 
1882. 

Lion,  J.  C.     Werkzeichnungen  von  Turngeraten  fur  Turnan- 


222  PEDAGOGICAL  LITERATURE. 

stalten  jeder  Art.  60  lith.  Tafeln  in  Fol.  mit  Erlauter- 
ungen.     VI.,  54  Seite.     3te  Aufl.     Hof,  1882. 
Lion,  Rud.     Yerordnungen  und  amtliche  Bekanntmachungen, 
das  Turnweseu  betreffeud.     pp.  114.     Hof,  1884. 

Lyttelton  and  Cobb.     Athletics,    pp.  88.     London,  1884. 

Part  II.  of  International  Health  Exhibition  Handbook  on  Ath- 
letics. A  popular  and  practical  plea  for  cricket,  football,  lawn  tennis, 
and  cycling. 

Maclaren.     Training  in  Theory  and  Practice.     2d  ed.     Lon- 
don, 1874. 
Maclaren.     A  System  of  Physical  Education.     Oxford,  1869. 

No  better  books  of  the  kind  have  been  written  in  English.  They 
are  of  great  practical  value. 

Das  Turnen  als  Schutz  und  Heilmittel.     pp.  36.     Klagenfurt, 
1884. 

Der  neue  Leitfaden  fur  den  Turn- tin terricht  in  den  Preussis- 
chen  Volksschulen.     Berlin,  1868. 

Ochwadt.     Die   Gesundheits-Pflege   des   deutschen    Soldaten. 
Berlin,  1882. 

Ochwadt.     Gesundheits-Katechismus   fiir   den  deutschen  Sol- 
daten.    Berlin,  1882. 

Pawel.     Grundiss  einer  Theorie  des  Turnens.     I.  Band,  1884. 
II.  Band,  1885.     A.  Pichler's  Widwe  &  Sohn.     Wien, 
1885.     Verlag. 
Pawel  is  the  foremost  writer  in  Austria  on  turning. 

Ravenstein  and  Hulley.     A   Handbook   of    Gymn'astics   and 
Athletics,     pp.  408,  with  many  illustrations.     London, 
1867. 
Of  great  practical  value,  and  the  fullest  manual,  in  English,  of 

German  turning. 

Rothstein.     Die  Konigl,  Central-Turn-Anstalt  zu  Berlin.     Ber- 
lin, 1862. 

Now  the  Militar  Turn  Anstalt,  or  Normal  Gymnastic  School  for 
Prussian  officers. 

Die  Schulgesundheitspflege.     Veroffentlichungen  der  Hygiene' 


SCHOOL  AND  COLLEGE   GYMNASTICS.  223 

Secktion  des  Bereiner  Lehrer-Vereins.     pp.  126.     Ber- 
lin, 1886. 
A  collection  of  recent  essays  on  various  topics  in  school  hygiene. 

,_|~--  Schettler.     Turnspiele  fiir  Madchen  und  Knaben.     4te  Aufl. 
Plauen,  i.  V.,  1882. 

Describes  gymnastic  games  for  children,  and  is  highly  thought  of 
in  Germany. 

Schrdter.     Ilanteliibnngen  in  Gruppen  zusammengestellt.     pp. 
25.     Hof,  1880. 

Scheber.     Aerztliche   Zimmergymnastik.     19te    Auflage.     pp. 

112.     Leipzig,  1884. 
A  popular  and  useful  system  of  free  gymnastics  for  both  sexes. 

Spiess.     Turnbuch  fiir  Schulen.     Basel,  1880. 
Spiess.     Lehre  der  Turnkunst.     Basel,  1840. 
Thomas.     Spiele  und  Turniibungen  fiir  Madchen.    Trier,  1882. 
Thiimen.      Instruktion   fiir   den   militairischen.       Schwimm- 
Unterricht  nach  der  Pfuel'schen  Methode.     1861. 

Francis  Lieber  established  a  swimming-school  in  Boston,  in  1827, 
according  to  the  system  of  the  prussian  General  von  Pfuel. 

Vorschriften  iiber  das  Turnen  der  Infanterie.     Berlin,  1882. 

The  official  manual  of  military  gymnastics  for  the  Prussian 
infantry. 

•    Wane.     Athletics  ;  or,  Physical  Exercise  and  Recreation,     pp. 
94.     London,  1884. 

Part  I.  of  International  Health  Exhibition  Handbook  on  Ath- 
letics, by  the  head  master  of  Eton  College.  A  popular  and  interesting 
defence  of  athletic  sports,  with  especial  reference  to  swimming. 

Zeuz.     Das  Schul-Turnwesen  in  Deutschland  und  der  Schweiz 
und  die  Jugendwehren  in  der  Schweiz.     Wien,  1881. 

Of  especial  interest  because  of  its  account  of  the  Swiss  system 
of  military  drill  in  schools. 

See  also  Journals.  Euler,  C.,  and  Eckler,  G.  Monatsschrift  fiir 
das  Turnwesen  mit  besonderer  Beriicksichtigung  des  Schulturnens  und 
der  Gesundheitspflege.  Berlin,  1883.  Fifth  year  (1886),  Berlin.  R. 
Gaertner's  verlagsbuchhandlung.  Price,  5  marks  yearly. 


224  PEDAGOGICAL   LITERATURE. 

XLVIII. 
ENDOWMENTS. 

1.  Baumgart,  Dr.  Max.      Die    Stipendien   und  Stiftungen  Con- 

victe,  Freitische  u.  s.  w.  zu  Gunsten  der  Studirenden  an  alien 
Universitaten  des  deutschen  Reichs  nebst  den  Statuten  und 
Bedingungen  fiir  die  Bewerbung  und  den  Vorschriften  iiber 
die  Stundung  resp.  den  Erlass  des  Collegienhonorars.  pp.  760. 
Berlin,  1885. 

Very  valuable. 

2.  Chalmers,  T.      On   Educational  and  Ecclesiastical  Establish- 

ments. 

An  important  volume,  in  which  Adam  Smith's  argument  against 
educational  endowments  is  approved  and  defended. 

3.  Fitch,  J.  G.     Educational  Endowments.      Eraser's   Magazine. 

pp.  1-15.     London,  1869. 

4.  Kenny,  C.     Endowed  Charities.     London,  1880. 

Very  valuable. 

5.  Turgot.     Probably  the   author   of   the   article   Foundation  in 

the  French  Encyclopedic. 

A  masterly  discussion  of  endowments,  not  yet  surpassed  though 
more  than  a  century  old,  but  very  one-sided  in  its  animus  against 
them.  His  positions  are  condemned  as  extreme  by  J.  S.  Mill,  Disser- 
tation, Vol.  I.  Mr.  Lowe  and  Mr.  John  Morley  still  defend  Turgot's 
principles. 


ACADEMIES  AND  LEARNED   SOCIETIES.  225 

XLIX. 
ACADEMIES  AND  LEARNED  SOCIETIES. 

1.  Arnold,  M.     Literary  Influence  of  Academies. 

2.  Barrow,  J.     Sketches  of  the  Royal  Society  and  Royal  Society 

Club.     pp.  212.     London,  1849. 

3.  Birch,  T.     The  History  of  the  Royal  Society  of  London.    Vol. 

I.  pp.  511 ;  vol.  II.  pp.  501.     London,  1766. 

4.  De  Candolle,  A.     Histoire  des  Sciences  et  des  Savants  depuis 

deux  siecles.     pp.  594.     Geneve-Bale,  1885. 

An  empirical  study  of  heredity  and  selection  as  applied  to  the 
members  of  the  French  Academy,  from  an  anthropological  standpoint 
not  unlike  that  of  Galton.  This  second  edition  is  much  enlarged. 

5.  Edwards,   E.     Chapters   of  the   Biographical  History  of  the 

French  Academy,     pp.  176.     New  York,  1864. 

6.  Jones,  B.     The  Royal  Institution :  its  Founders  and  its  First 

Professors,     pp.  431.     London,  1871. 

7.  Maury,  L.-F.  A.    L'Ancienne  Academic  des  Sciences,    pp.  395. 

Paris,  1864. 

8.  Mttller,  J.     Die  wissenschaftlichen  Vereine  und  Gesellschaften 

Deutschlands  im  neunzehnten  Jahrhundert.  Bibliographie 
ihrer  Veroftendlichungen  seit  ihrer  Begriindung  bis  auf  die 
Gegenwart.  pp.  560.  Berlin,  1883-4-5-6. 

9.  Pellisson  et  D'Olivet,  Livet,  M.  C.-L.     Histoire  de  1'Acade- 

inie  Fran9aise.     T.  I.  pp.  526 ;  t.  II.  574.     Paris,  1858. 

10.  Powell,  J.  W.     On  the  Organization  of  Scientific  Work  of  the 

General  Government,     pp.  468.     Washington,  1885. 

A  report  of  testimony  before  a  Congressional  committee.  See 
also  articles  in  Science  during  1885  and  1886. 


226  PEDAGOGICAL    L1TEUATURE. 

11.  Report  of  the  Joint   Commission   to  consider  the   Present 
Organization  of  the  Signal  Service,  Geological  Service,  Coast 
and  Geodetic  Survey,  and  Hydrographic  Office  of  the  Navy 
Department.      Report    No.    1285    of     Forty-ninth   Congress. 
1886. 

12.  Schliitel,  W.     Die  berliner  Akademie  und  die  Wissenschaft. 
pp.  264.     Heidelberg,  1874. 

Appears  to  be  animated  by  hostile  personal  motives. 

13.  Sprat,  T.     The  History  of  the  Royal  Society  of  London,     pp. 
418.     London,  1722. 

14.  Thompson,  T.     History  of  the  Royal  Society  from  its  Institu- 
tion to  the  End  of  the  Eighteenth  Century,      pp.  552,  xci. 
London,  1812. 

15.  Westerieder,  L.     Geschichte   der  baierischen  Akademie  der 

Wissenschaften;  pp.  Iter  Th.566;  2ter,  632.  Munchen,  1784- 
1807. 

From  1759  to  1800. 

16.  "Weld,  C.  R.     The  History  of  the  Royal  Society,  with  Memoirs 
of  the  Presidents.     2  vols.     pp.  611.     London,  1848. 

17.  Wiistenfeld,  P.     Die  Academien  der  Araber  und  ihre  Lehrer. 
pp.  136.     Gottingen,  1837.     In  der  of  Silzung  d.  k.  b.  Akad. 
d.  Wiss.  am  27  Nov.,  1850. 

18.  Year-Book  of  the  Scientific  and  Learned  Societies  of  Great 

Britain  and  Ireland,  comprising  lists  of  the  papers  read  during 
the  Year  before  Societies  engaged  in  fourteen  Departments  of- 
Research  with  the  names  of  the  Authors.  Second  Annual 
Issue,  pp.  231.  London,  1885.  Education  Society,  167. 


EDUCATIONAL  LEGISLATION.  227 

L. 

EDUCATIONAL  LEGISLATION, 
a.  IN  ENGLISH. 

1.  Anon.     By  a  Physician.     Education  and  Training  considered 

as  a  Subject  for  State  Legislation,     pp.  107.     London,  1868. 

2.  Arizona  Territory  School  Laws.     1885. 

3.  Bardeen,  C.  W.     Common  School  Law.    pp.  95,  Iviii.     Syra- 

cuse, 1878. 

The  teacher's  qualifications,  contract,  authority,  etc.  Specifies 
differences  of  law  on  these  points  in  different  States. 

4.  Barnard,  H.     Government  Aid  to  Science  and  Art.     pp.  39-48, 

62-250,  Vol.  XXII.    The  Am.  Journ.  of  Ed.    Hartford,  1871. 

5.  Barnard,  H.     School   Codes,    State,    Municipal,   Institutional. 

Hartford,  1873. 

6.  Burke,  F.     A  Treatise  on  the  Law  of  Public  Schools,    pp.  154. 

New  York,  1880. 

On  taxation,  sites  for  buildings,  election  of  school  officers,  district 
meetings,  employment  of  teachers,  etc.  A  little  treatise  for  school 
committeemen. 

7.  Craik,  H.     The  State  in  its  Relation  to  Education,     pp.  166. 

London,  1884. 

An  admirable  sketch  of  the  historical  development  of  the  govern- 
mental policy  of  England  with  regard  to  elementary  education. 

8.  Curry,  J.  L.  M.     National  Aid  to  Education,     pp.  89-99.     Cir- 

culars of   Information  of  the  Bureau  of  Education.     No.  3. 
Washington,  1884. 


228  PEDAGOGICAL  LITERATURE. 

9.  Eaton,  J.      Legal  Provisions  respecting  the  Examination  and 

Licensing  of  Teachers,     pp.  46.    No.  1.   Circulars  of  Informa- 
tion of  the  Bureau  of  Education.     Washington,  1883. 

10.  Educational  Code  of  the  Prussian  Nation  in  its  Present  Form. 

London,  1879. 

11.  General  Law  for  the  Schools  of  Austria,     pp.  879-893.     Vol. 
XXII.     Am.  Jour,  of  Ed.     Hartford,  1871. 

12.  Kelley,  F.     Changes  in  Legal  Status  of  the  Child  since  Black- 
stone.     International  Review,  Aug.,  1882. 

13.  Kenny,  C.  S.     The  Principles  of  Legislation,  with  Regard  to 
Property  given   for  Charitable  and  Other  Public  Uses.     pp. 
274.     London,  1880. 

Valuable  educational  matter. 

14.  Knight,  G.  W.     History  and  Management  of  Land  Grants 
for  Education  in  the  Northwest   Territory    (Ohio,   Indiana, 
Illinois,  Michigan,  Wisconsin),     pp.  175.     Vol.  No.  3,  Papers 
of  the  American  Historical  Association.     New  York,  1885. 

15.  Law   relating   to  Education   administered   by  Statute  in  the 

United  Kingdom,     pp.  679-681,  Vol.  VII.     Encyclopaedia  Brit- 
annica.     Edinburgh,  Boston,  1877. 

16.  Legal  Provisions  respecting  the  Education,  Improvement,  and 

Support  of   Teachers  in  Prussia,    pp.  819-877.     Vol.  XXII. 
Am.  Jour,  of  Ed.     Hartford,  1871. 

17.  Mill,  J.  S.     Political  Etonomy.     Bk.  V.  ch.  I.,  Function  of 

Government  in  General.     Bk.  V.  ch.  V.,  Grounds  and  Limits 
of  Lassez-faire. 

18.  Ontario,  Statutes  of,  relating  to  Education.     Toronto,  1885. 

19.  Owen,  H.     The  Elementary  Education  Acts,  1870,  1873,  1874, 


EDUCATIONAL    LEGISLATION.  229 

and  1876,  with  Introduction,  Notes,   and   Index,      pp.   600. 
London,  1879.     24  ed. 

Very  valuable. 

20.  Pillsbury,  W.  L.     Sketch  of  the  Permanent  School  Funds  of 

Illinois.     In  Fourteenth  Report.     1880-82. 

21.  Foor-Law  in  Foreign  Countries.    Report  of  the  Local  Govern- 

ment Board.     London,  1875. 

22.  Ronne,  L.  von.     Verhaltness  des  Staates  zur  Schule.     pp.  442- 

483  of  his  Staatsrecht  der  preussichen  Monaschen.     Bd.  II. 

See  also  Bd.  IV.  1884,  pp.  677-730,  on  the  different  classes  and 
grades  of  schools.  The  author  is  a  judge  in  Berlin,  and  a  high  author- 
ity, and  his  book  a  standard  in  the  field. 

23.  Sargant,  W.  L.     School  Laws  and  the  Irreconcilables,  in  his 
Essays.     New  York,  1872. 

24.  Schneider.     Volksschulwesen  u.  Lehrerbildung  in  Preussen. 
pp.  305.     Berlin,  1875. 

A  legal  digest,  published  with  approval  of  the  cultur-minster,  by  a 
privy  councillor. 

25.  School  Funds.     See  each  State,  City,  Country,  or  Church  in 
Kiddle   and   Schem.  Cyclopaedia   of    Education.    New  York, 

1877. 

26.  Sellar.     Education  Acts,  Scotland.     Edinburgh,  1879. 

27.  Smith,  L.  A.     Recent   School  Law  Decisions,     pp.  82.     Cir- 
culars of   Information  of  the  Bureau  of   Education.     No.  4. 

Washington,  1883. 

28.  Sonneiischein.      Standards   of   Teaching  of   Foreign    Codes 
relating    to     Elementary    Education,    in    Austria,    Belgium, 
Germany,  Italy,     pp.  162.     London,  1881. 


230  PEDAGOGICAL   LITERATURE. 

29.  Statutes    made  for  the  University  of   Oxford   and   for  the 
Colleges   and   Halls   therein,   by  the   University  of    Oxford 
Commissioners     acting     in    Pursuance    of     the     University 
of   Oxford   and   Cambridge   Act,    1877.     pp.    793.      Oxford, 

1882. 

30.  Statutes  for  the  University  of  Cambridge  and  for  the  Colleges 
within  it.     Made,  published,  and  approved  (1878-1882)  under 
the  Universities  of  Oxford  and  Cambridge  Act,  1871.      pp. 
763.     Cambridge,  1883. 

.  With  appendix  of  acts  and  orders. 

31.  Turner.      School  Acts.     Manual  of  Educational  Legislation. 

Central  School  Department.     London,  1876. 

32.  Wenzelburger,  T.     Das  hohere  Unterrichtsgesetz  in  Holland. 
In  Die  Gegenwai't,  July  8, 1875. 

33.  Wickersham,  J.  P.     The  Common  School  Laws  of  Pennsyl- 
vania, and  Decisions  of  the  Superintendent;    with  Explana- 
tions, Forms,  etc.     pp.  202.     Harrisburg,  1876. 

34.  Wilcox,  S.  M.     Legal  Rights  of  Children.    No.  3.     Circulars 

of  Information  of  the  Bureau  of  Education,     pp.  96.     Wash- 
ington, 1880. 

See  also  the  statutes  of  each  State,  usually  published  in  separate 
pamphlets,  often  with  amendments,  opinions,  instructions,  and  judi- 
cial decisions. 


b.   Ix  GERMAN. 

1.  Backhaus,  J.  C.  N.     Die   Schulgesetzgebuug   der  Gegenwart. 
pp.  324.     1869. 

A  valuable  digest  of  school  laws  of  different  German  states  and 
opinions  of  pedagogical  societies. 


EDUCATIONAL    LEGISLATION.  231 

2.  Bluntschli,  J.  C.    Allgemeines  Statsrecht.    pp.  365-487.    Stutt- 

gart, 1876. 

See  also  his  Statsworterbuch,  articles  on  Wissenschaft,  Akademie, 
Scliuleu,  Uuiversitiiten. 

3.  Cotz,  R.     Gesetz  iiber  die  Gymnasien,  Realschulen  und  Semi- 

uarien.     pp.  277.     Leipzig,  1877. 

Compend. 

4.  Deutsche    Schulgesetz-Sammlung.       Central-Organ     fiir    das 

gesammte  Schulwesen  in  Deutschen  Reiche  in  Osterreich  und 
iu  der  Schweitz.     Von  R.  Schillmann.     Berlin,  1885. 

A  weekly.    Fourteen  years  old. 

5.  Frohlich,  G.     Die   Schulorganisation   nach   den   Forderungen 

der  Staats-   und   Kirchenrechts  des   Cultus,  und  Zeitgeister. 
Jena,  1868. 

A  prize  volume. 

6.  Giebe.     Die   Yerorduungen  betreffend   das   gesammte   Volks- 

sclmlwesen  in  Preussen.     pp.  720.     Diisseldorf,  1882. 

Original  documents  down  to  date. 


7.  Gneist.      Die     Selbtsverwaltung    der    Volksschule.       Berlin, 

1869. 

8.  Gneist,  R.      Das  englische  Venvaltungsrecht  der  Gegenwart. 

Bd.  II.     pp.  867-879,  schools ;  pp.  1075-1102,  universities  and 
professions. 

9.  Grattenauer,  W.     Das  Schulrecht  des  Preussischen   Staates. 

pp.  105.     Berlin,  1875. 

A  convenient  digest. 


232  PEDAGOGICAL  LITERATURE. 

10.  Handbuch   der  Reichsgesetze   und    Ministerial verordnun gen 

iiber  das  Volksschulwesen.     2  vols.     pp.  512.     Wien,  1878. 
pp.  503.     1882. 

11.  Kirsch.     Das  deutsche  Volksschul-Recht.     Leipzig,  1854. 

Its  historical  part,  from  p.  117,  is  best. 

12.  Laacke,  K.  C.  F.     Die  Schulaufsicht  in  ihrer  rechtlichen  Stel- 
lung.    pp.  416.     Berlin,  1880. 

A  collection  of  laws,  judicial  decisions  and  official  orders  arranged 
alphabetically. 

13.  Mauer.    Geschichte  der  Staats-Verfasung  in  Deutschland,  1870. 

These  volumes  contain  much  material  on  special  educational  topics, 
both  elementary  and  higher,  chiefly  from  administrative  sides. 

14.  Meier,  E.     Das  Verwaltungs  Recht.     Translated  in  Holzen- 

dorf's  Cyclopadie  der  Rechtswissenschaft. 

15.  Giebe.     Verordnungen  betreffend  das  gesammte  Volks-Schul- 
wesen  in  Preussen,  nebst  ausfiirlichen  Lehrp'anen  i'iir  die  ein- 
bis  sechs-klassige  Volksschule.     Dusseldorf,  1875. 

16.  Kirsch.     Das  deutsche  Volksschulrecht.     3  Bde.     1854-72. 

17.  Mohl,  R.     Erziehungs-Politik.     1869. 

In  his  Staats-Recht.    Vol.  3. 

18.  Mohl,  R.      Die  Politzei-Wissenschaft  nach   Grundsatzen  der 

Rechts-Staats.     Vol.  I.     See  especially  pp.  534-687.     Tubin- 
gen, 18G6. 

Including  religious  and  moral  education. 

19.  Obentrant,  A.  R.  v.     Die  osterreichische  Volksschul-Gesetze. 
2  Bd.     Wien,  1878. 

20.  Radtke,  fe.     Welcher  Antheil  gebuhrt  Staat,  Schule  und  Haus 

an  dem  Werke  der  Jugenderziehung  ?     Ein  Beitrag  zur  ver- 
standigung  iiber  Prinzipien  der  Erziehung  mit  Riicksicht  auf 


EDUCATIONAL   LEGISLATION.  233 

das  demnachst  zur  Berathung  kommende  preussische  Unter- 
richtsgesetz.  Vol.  II.  pp.  46.  Padagogischen  Studien,  von 
W.  Rein.  Wien  und  Leipzig,  1877. 

21.  Raumer,   v.      Das    preussiche    Abiturienten-Priifungs-Regle- 
ment  vorn  4.  Juni,    1834,   mit   den   spateren    Abanderungen, 
Erganzungen  und  Erlauterungen.     Berlin,  1869. 

Text  of  the  Germau  law  still  valid  upon  this  subject.    A  very 
convenient  pamphlet. 

22.  Roiine,  L.     Preussisches  Staats-Recht.     Leipzig,  1884. 

Contains  a  brief  account  of  the  function  of  the  cultus  ministry, 
with  literature. 

23.  Roesler,  H.     Das  sociale  Verwaltungs-Recht.    Erlangen,  1874, 

Der  Unterricht.     pp.  65-223. 

With  many  references  to  legal  documents. 

24.  Schneider.     Volksschulwesen  und  Lehrerbildung  in  Preussen, 
pp.  311.     Berlin,  1875. 

Devoted  mainly  to  the  legal  aspects  of  teachers'  functions. 

25.  Schmoller,  G.     Ueber  einige  Grundfragen  des  Rechts-  und 
der  Volks-wissenschaft.     Jena,  1875. 

An  administrative  theory  of  the  state,  recommended  to  those  who 
wish  to  study  the  functions  of  the  state  with  reference  to  education. 

26.  Stein.     Wissenschaft,  Lehrfreiheit  und  Collegien-Geld.     1875. 

27.  Stein,  L.     Das  Gesundheitswesen.     In  his  Verwaltungs-Lehre. 

Stuttgart,  1882. 

See  also  the  volume  entitled  Bildungswesen,  1868. 

28.  Stein,   Lorenz.      Das    Elementar-  und  das   Berufsbildungs- 
wesen,   in    Deutschland,   England,   Frankreich,    und    anderu 
Laendern.     5th   vol.   of    his   Verwaltungs-Lehre.     Stuttgart, 
1868. 


234  PEDAGOGICAL  LITERATUEE. 

29.  Tomberger,  F.      Vergleichende   Uebersicht   aller  bsterreichi- 
schen  Landesschulgesetze.     pp.  50.     Wien,  1876. 

An  historical  sketch  dedicated  to  school-boards  and  teachers. 


30.  Vormbaum.     Evangelische   Schulordnungen   in   16.-  17.  und 

18.     Jahrhundert.     Giitersloh,  1863-64. 

A  valuable  work. 

31.  "Wagner,  A.     Finanz-Wissenschaft.     1  Thiel.     Leipzig,  1877. 

Contains  valuable  educational  statistics  and  literature. 

32.  Wiese,  L.     Verordnungen  und  Gesetze  fur  die  hoheren  Schu- 
len  in  Preussen.     21tr.     pp.  406,  389.     Berlin,  1875. 

A  standard  digest  of  Prussian  school  law. 


c.   Ix  FRENCH. 

1.  Bard,  A.     Commentaire  de  la  loi  des  12-27  Juillet,  1875,  rela- 

tive a  la  liberte  de  I'enseignement  superieur.     pp.  116.     Paris, 
1875. 

2.  Block,  M.     Dictionnaire  de  Padministration  de  France.     1884. 

Giving  a  good  view  of  the  relation  between  education  and  the 
state  in  France.  See  many  articles  indexed  therein  under  the  head, 
Instruction  publique. 

3.  Charles.      Legislation  des  etablissements  publiques  d'instruc- 

tion  secondaire.     pp.  408.     Paris,  1872. 

4.  Duruy,  M.     L'administration  de  1'instruction  publique  de  1863 

a  1869.     pp.  935.     Paris. 

Contains  sections  on  the  Academy  and  University. 

5.  Gre"ard,  M.     La  legislation  de  1'instruction  primaire  en  France 

depuis  1780  jusqu'a  nos  jours.    Recueil  des  Lois,  De"crets,  Or- 


EDUCATIONAL  LEGISLATION.  235 

donnances,  Arretds,  Rcglements,  Ddcisions,  Avis,  Projets  de 
Lois.     3  Tomes.     Paris,  1874. 

T.  I.  De  1789  -i  1848.  pp.  783. 
T.  II.  De  1848  a  1874.  pp.  870. 
T.  III.  Table  analytique.  pp.  637. 

0.  Hippeau,   C.      L'instruction   publique   en   France  pendant  la 
revolution,     pp.  379.     Paris. 

The  legislative  debates  on  education,  with  notes  and  introduction. 

7.  Laveleye.     L'instruction  du  peuple.     pp.  485.     Paris,  1872. 

A  conspectus  of  the  legislative  and  educational  situation  in  the 
countries  of  Europe  and  the  States  of  America.    Of  little  value. 

8.  Pujos,  M.     La  loi  et  1'instruction  gratuite  la'ique  obligatoire. 

pp.  204.     Paris,  1876. 

9.  Simonet,   L.  C.     Loi   du  28   Mars,  1882,  sur  1'enseignement 

primaire  obligatoire  et  la'ique.     pp.  50.     Paris,  1882. 

10.  Block,   M.     Dictionnaire   de  Padministration   franchise.     2d 
edition.     Paris,  1881. 

See  especially  the  following  articles. 

Instruction  (ministerielle).  pp.  1100-1153.  Culte.  pp.  723- 
38.  Bibliographic,  pp.  723-727.  Enseignement  ad- 
ministratif.  pp.  889-897. 


d.   IN  ITALIAN,  ETC. 

1.  Document!  sulla  Istruzione  elementare  nel  Regno  d'  Italia,   pp. 

117,  cclxvii. 

2.  Nuovo  Codice  della  Istruzione   Publica.     pp.  819.     Saluzzo, 

1870. 

A  good  digest  of  Italian  law  to  date. 

3.  Statuta  Collegii  sancia  et  individuae  Trinitatis  juxta  Dublin. 

pp.  196.     Dublinii,  1870. 


236  PEDAGOGICAL  LITER  AT  UBE. 

LI. 
SCHOOL   CONTROL. 

1.  Baldwin,  J.     The  Art  of  School  Management,     pp.  504.     New 

York,  1884. 

2.  Blakiston,  J.  A.     The   Teacher.     Hints   on   School  Manage- 

ment.    London,  1879. 

3.  Breslauer.      Lehrbuchfrage.     In   Die   Gegenwart.      lltr   Bd. 

1877. 

4.  Chadwick,  E.     A  Communication  to  the  Education  Commis- 

sion on  Half-time  Schools,  and  the  Cost  of  Education  in  a 
Large  and  a  Small  School.  Parliamentary  Report.  London, 
1862. 

5.  Dangschat,  Mich.      Die   Schulverwaltung.     Eine   Zusammen- 

stellg.  d.  amtl.  Verordnung  f.  Schulamtskandidaten,  Lehrer, 
etc. 

6.  Donaldson,  J.     On  Some  Defects  in  the  Educational  Organiza- 

tion of  Scotland.     In  Contemporary  Review.     Jan.,  1882. 

7.  Dreyfus-Brisac.     Les  principes  regulateurs  de  1'enseignement 

en  Prusse.     Rev.  de  1'Enseignement,  1884. 

8.  Fearon,  D.  R.     School  Inspection,     pp.  93.     London,  1876. 

9.  Greard.     Le  question   des   programes  dans  1'enseignement  se- 

condaire.    Rev.  de  1'Enseignement,  1884. 

10.  Huxley,  T.  H.     School  Boards.     In  Critiques  and  Addresses. 

Xew  York,  1873. 

11.  Krumme.     De  la  sanction  des  Etudes  secondaires  en  Prusse. 

Rev.  de  1'Enseignement,  1886. 


SCHOOL   CONTROL.  237 

12.  Landon,  J.     School  Management,     pp.  376,     London,  1883. 

13.  Luz,  O.     Lehrbuch  der  praktischen  Methodik  fur  Schulamts- 
zb'glinge,  Schullehrer  und  Schulaufseher.     Iter  Bd.,  pp.  578; 
2ter,  538.     1808. 

14.  Mesnil.     L'enqufit  relative  a  1'enseignetnent  superieur.     Rev. 

de  1'Enseignement,  1886. 

15.  Payne,  Wm.  H.     Chapters  on  School  Supervision.     Treatise 
on  Superintendence,  Grading,  Arranging  Courses   of  Study, 
etc.     Cincinnati. 

16.  Pearson,  D.  R.     School  Inspection,     pp.  93.     London,  1876. 

Detailed  practical  directions  by  an  experienced  inspector. 

17.  Russell,  J.     On  the  Publication  of  School-books  by  Govern- 

ment at  the  Public  Expense,     pp.  14.     London,  1851. 

18.  Schnell,  F.     Die  Beschriinkung  der  Schulunterrichts  auf  der 
Vormittagszeit.     Berlin,  1868. 

19.  Wright,  Carroll  D.     Facts  relating  to  the  Public  School  Sys- 
tem.    In  Forty-second  Mass.  Report. 

See  also  Forty-first  Report. 

20.  Zillessen,  Fr.     Zur   Schulaufsichtsfrage.     Vortrag.    pp.  40. 

Frankfurt  a.  M.,  Schriften-Niederlage  d.  Evangel.  Vereins. 

See  also  O'Bryne  and  J.  Keaii  on  the  Catholic  school  policy.    No. 
Amer.  Rev.    June,  1885.     See  next  section. 


238  PEDAGOGICAL  LITERATURE. 


LII. 

MISCELLANEOUS  PAPERS  ON  EDUCATIONAL  TOPICS 
BY   EMINENT   CONTEMPORARIES. 

1.  Adams,  C.  F.     A  College  Fetich. 

2.  Arnold,  M.     The  Literary  Influence  of  Academies.     Literature 

and  Science.  Literature  and  Dogma.  God  and  Bible.  Cul- 
ture and  Anarchy,  and  his  well-known  reports  on  education 
in  France  and  Germany. 

3.  Barnard,  Henry.     The  American  Journal  of  Education,  from 

1856  to  1881,  25  vols.  (over  20,000  octavo  pages),  with  800 
woodcuts  of  structures  for  educational  purposes,  and  125 
portraits  of  eminent  educators  and  teachers.  Hartford. 

The  following  treatises  were  originally  published  in  separate  chap- 
ters in  the  American  Journal  of  Education,  but  were  prepared  with 
special  reference  to  being  ultimately  issued  in  the  form  in  which  they 
now  appear:  — 

National  Education  in  Europe:  being  an  account  of  the  organiza- 
tion, administration,  instruction,  and  statistics  of  public  schools  of 
different  grades  in  the  principal  states,  pp.  890. 

Scientific  Schools  in  France.  The  Polytechnic  School  at  Paris. 
pp.  130. 

Military  Schools  and  Courses  of  Instruction  in  the  Science  and 
Art  of  War  in  France  and  Prussia,  pp.  399. 

Reformatory  Education.  Papers  on  Preventive,  Correctional,  and 
Reformatory  Institutions  and  Agencies  in  Different  Countries,  pp. 
361. 

School  Architecture,  or  Contributions  to  the  Improvement  of 
School-houses  in  the  United  States.  Illustrated,  pp.  330. 

Papers  for  the  Teacher.  I.  Russell  on  Intellectual  Education; 
Hill  on  True  Order  of  Studies ;  Thayer's  Letters  to  a  Young  Teacher ; 
Catechism  on  Methods  of  Teaching,  etc.  pp.  400. 

Papers  for  the  Teacher.  III.  Organization  and  Instruction  of 
Common  Schools  in  Germany,  with  the  Views  of  German  Teachers 
and  Educators  on  Elementary  Instruction,  pp.  482. 


MISCELLANEOUS   PAPERS.  239 

Papers  for  the  Teacher.  IV.  Educational  Aphorisms  and  Sugges- 
tions, Ancient  and  Modern,  pp.  200.  Properly  used,  this  book  will 
perhaps  afford  the  young  teacher  more  suggestions  than  any  other 
volume  in  the  series. 

Papers  for  the  Teacher.  V.  Education,  the  School,  and  the  Teacher 
in  English  Literature.  With  the  treatises  of  Ascham,  Bacon,  Wotton, 
Milton,  Locke,  Herbert  Spencer,  etc.  pp.  470. 

Object  Teaching,  and  Oral  Lessons  on  Social  Science  and  Com- 
mon Things,  with  Various  Illustrations  of  the  Principles  and  Practice 
of  Primary  Education,  as  adopted  in  the  Model  and  Training  Schools 
of  Great  Britain,  pp.  4&1. 

Papers  on  Froebel's  Kindergarten,  with  Suggestions  on  Principles 
and  Methods  of  Child  Culture  in  Different  Countries,  pp.  782.  1881. 

4.  Barnard,  H.     Oral  Training.     Lessons  in  Natural  Science  and 

General  Knowledge,  embracing  the  Subjects  of  Astronomy, 
Anatomy,  Physiology,  Chemistry,  Mathematical  Geography, 
Natural  Philosophy,  the  Arts,  History,  Development  of  Words, 
etc.,  intended  for  Teachers  of  Public  Schools  and  also  for 
Private  Instruction.  12mo.  pp.  138.  New  York. 

5.  Berlin  wie  es  ist.     Von  C.  v.  K***y.     Leipzig,  1827. 

Kap.  28,  Universitat. 

6.  Boyd,  A.  K.  H.     Leisure  Hours  in  Town.     Boston,  1863. 

Chap,  vii.,  College  Life  at  Glasgow. 

7.  Bryant,  •William  Cullen.     Prose  Writings.    2vols.    N.Y.,  1884. 

In  Vol.  II.,  Music  in  the  Public  Schools.    The  Princeton  Library. 

8.  Buckley,  J.  M.     Oats  or  Wild  Oats?     N.Y.,  1885. 

Chap,  i.,  In  School  or  College;  viii.,  The  Teacher;  xxv.,  xxvi.,  Self- 
Improvement. 

9.  Capponi,  Q.     Pensieri  sull'  Educazione,  in  his  "  Scritti."     1877. 

10.  Cobbe,  Frances  Power.     Re-echoes.     Leipzig,  1877. 

Chap,  iii.,  Back  to  School. 


240  PEDAGOGICAL  LITERATURE. 

11.  Congreve,  R.     Education.     1874. 

In  his  essays. 

12.  Conington.     A  Liberal  Education.     1872. 

In  his  miscellaneous  writings.    Vol.  I. 

13.  Dieaterweg,  F.  A.  W.     Rheinische  Blatter,     pp.  293.     Wien, 

1879. 

Twenty-three  essays  on  educational  topics,  from  the  periodical  of 
the  above  name. 

14.  Diman.  J.  L.     Religion  in  America.      Methods  of  Academic 

Culture.     University  Corporations. 

In  his  orations  and  essays. 

15.  Duff,  Grant.     Essays  011  Liberal  Education. 

In  his  collected  essays. 

16.  Emerson,  Ralph  "Waldo.     English  Traits.     Boston,  1884. 

Chap,  xii.,  Universities.    See  also  his  essays  entitled,  Education, 
the  Scholar,  the  American  Scholar. 

17.  Doolittle,  Justus.     Social  Life  of  the  Chinese.     2  vols.  in  1. 

N.Y.,  1876. 

Vol.  I.,  chaps,  iv.,  xvi.,  and  xvii.  are  educational. 

18.  Du  Bois-Reymond,  E.     Culturgeschichte   und  Naturwissen- 

schaft.     pp.  59.     Leipzig,  1878. 

Cf.  general  index  for  his  other  papers  on  educational  topics. 

19.  Eliot,  Charles  William.     The  New  Education.     Two  articles 

in  the  Atlantic  Monthly,  1869. 

Annual  Reports  of  the  President  of  Harvard  College,  1880- 
81  —  1884-85.     5  vols.     Svo.     Cambridge,  1882-86. 

National  University.     Proceedings  of  Nat.  Educat.  Associa- 
tion, 1873. 


MISCELLANEOUS   PAPERS.  241 

Wise  and  Unwise   Economy  in  Schools.     Atlantic  Monthly, 
1875. 

The  following  selected  from  many  others :  — 

The  Constituency  of  the  Board  of  Overseers.  Harvard  Register, 
1881;  iii.  292. 

The  Elective  System  in  Education.  Our  Continent,  Feb.  22,  188C; 
i.  24. 

The  Teacher's  Conscience.    IGmo.    Chicago,  1882. 

On  the  Education  of  Ministers.    Princeton  Review,  May,  1883. 

What  is  a  Liberal  Education  ?    Century,  June,  1884. 

A  Plan  of  Studies  for  the  Chelsea  High  School.  Report  of  the 
Superintendent  of  Schools  for  1884.  8vo.  Chelsea,  1884. 

Present  Relations  of  Massachusetts  High  Schools  to  Massachusetts 
Colleges.  Journ.  of  Education.  Jan.  8,  1885. 

20.  Farrar,  F.  W.     On  Some  Defects  in  Public  School  Education. 

16mo.     Paper.     London. 

21.  Farrar,  F.  W.     Essays  on   a  Liberal   Education.     8vo.     pp. 
384.     London. 

22.  Freytag,  Gustav.     Aus  dem  Jahrhundert   der  Reformation. 

Leipzig,  1876. 

I.  Bin  fahrender  Schiller. 

23.  Froude,  J.  A.     Education.     In  Short  Studies  on  Great  Sub- 
jects.    Second  Series.     New  York,  1883. 

24.  Gautier,  E.  T.  L.     La  question   de   1'enseignement.     In   his 
Portraits  Contem.,  1880. 

25.  Gilman,  D.  C.     The  Annual  Report  of  the  President  of  the 
Johns  Hopkins  University.     Baltimore,  Maryland,  from  1876 
to  1886. 

Cf.  also  the  following,  selected  by  the  editor  from  many  others :  — 
Scientific  Schools  in  Europe,  considered  in  Reference  to  their  Preva- 
lence, Utility,  Scope,  and  Desirability  in  America,  pp.  315-328.  In 
Barnard's  Journal  of  Education,  March,  1856.  See  also  Higher  Spe- 
cial Schools  of  Science  and  Literature  in  France,  in  the  same  journal 
and  year. 


242  PEDAGOGICAL  LITERATURE. 

Inaugural  Address.  Johns  Hopkins  University,  pp.  CA.  Balti- 
more, 1876. 

American  Education,  1869-1879.  pp.  87.  Annual  Address  of  the 
President  of  the  American  Social  Science  Association,  in  1879. 

The  Dawn  of  a  University.  An  Address  at  the  Opening  of  Adel- 
bert  College  of  Western  Reserve  College,  Cleveland,  O.,  Oct.  26,  1882. 
pp.  32. 

Aspects  of  College  Training,  pp.  526-40.  Vol.  136.  In  North 
American  Review,  New  York,  1883. 

The  Benefits  which  Society  derives  from  Universities,  pp.  40. 
Baltimore,  1885.  See  his  account  of  the  collegiate  department  of  the 
Johns  Hopkins  University  in  the  North  American  Review,  June,  1886. 

Thoughts  on  Universities.  Phi  Beta  Kappa  address  at  Harvard. 
Science,  July  9,  1886. 

26.  Haeckel,  E.     Freie  Wissenschaft  und  freie  Lehre.     pp.  106. 

Stuttgart,  1878. 

Reply  to  Virchow's  Munich  address,  objecting  to  teaching  evolu 
tion  in  lower  schools. 

27.  Hamerton,  Philip  Gilbert.     The  Intellectual  Life.     Boston, 

1882. 

28.  Harris,  W.  T.     Reports  of  Public  Schools.     St.  Louis,  Mo., 

1867-79. 

Of  which  the  following  conspectus  has  been  kindly  furnished  by 
the  author  by  request :  — 

1867-68.    Discussion  of  Pestalozzianism  and  object-lessons. 

1868-69.  Discussion  of  Leigh's  phonetic  system  of  teaching  read- 
ing. English  orthography,  and  how  to  teach  it  with  least  loss  of  time. 
Defects  of  the  graded  school  system.  What  a  pupil  gains  by  the  mas- 
tery of  the  three  R's. 

1869-70.  Discussion  of  the  co-education  of  the  sexes.  Industrial 
education.  German-English  instruction.  Library  classification,  a 
scheme  for  it.  How  the  branches  of  the  course  of  study  give  the 
pupil  a  mastery  of  the  world.  How  to  conduct  recitations.  A  plan 
for  local  supervision  of  principals. 

1870-71.  Moral  education  as  involved  in  the  school  discipline. 
Education  and  crime.  Eulogy  on  Ira  Divoll,  superintendent  of  schools, 
St.  Louis.  Syllabus  of  oral  lessons  in  natural  science,  and  directions 
for  teaching  it.  Music  instruction. 

1871-72.  A  classification  of  occupations  in  the  United  States  pro- 
posed, and  a  discussion  of  the  occupations  represented  in  the  St.  Louis 


MISCELLANEOUS  PAPEES.  243 

schools.  The  injury  to  the  district  schools  caused  by  too  strict  exami- 
nations for  admission  to  the  high  school.  Corporal  punishment.  Ger- 
mau-English  instruction.  Arithmetic  versus  grammar  as  a  culture 
study.  The  psychological  significance  of  the  several  studies. 

1872-73.  Method  of  promotion  and  classification  adopted  in  the 
St.  Louis  schools.  Discussion  of  the  psychological  effect  of  Latin 
and  Greek  in  education,  their  containing  the  embryology  of  our  civil- 
ization. Elaborate  discussion  of  the  branches  necessary  in  a  course 
of  study  in  district  schools,  high  schools,  and  colleges;  what  each 
branch  adds  to  the  mental  structure  in  the  way  of  discipline  and 
knowledge.  Identical  co-educatiou  of  the  sexes  discussed  in  the  light 
of  the  history  of  three  epochs  of  industrial  civilization.  The  library 
and  its  significance  in  modern  civilization.  Outline  of  educational 
psychology. 

1873-74.  Discussion  of  school  hygiene  and  the  lesson  of  statistics 
taken  in  the  St.  Louis  schools.  Grading,  classification,  class  intervals 
and  promotions.  Suspension  of  pupils  versus  corporal  punishment. 

1874-75.    History  of  the  public  school  system  of  St.  Louis. 

1875-70.  School  architecture  best  adapted  for  good  hygiene.  The 
philosophy  of  the  kindergarten.  The  Centennial  Exposition  educa- 
tionally considered. 

1870-77.  German-English  instruction,  its  uses  for  towns  and 
cities  where  there  is  a  mixed  population  of  English  and  Germans. 
What  the  common  schools  teach  to  fit  pupils  for  their  future  vocations. 
Half-time  schools  for  primary  pupils,  its  economy  and  its  hygienic 
effect.  The  proper  school  age.  The  results  of  the  kindergartens  in 
St.  Louis. 

1877-78.    Teaching  United  States  history. 

1878-79.  The  age  of  withdrawal  from  school.  Industrial  educa- 
tion. The  educational  influence  of  works  of  fiction  drawn  from  the 
library.  History  of  the  St.  Louis  kindergarten  system  and  the  phil- 
osophy of  its  methods,  and  the  practical  devices  necessary  to  make  it 
a  part  of  the  public  school  system.  Oral  lessons  in  history,  syllabus 
of  lessons  for  all  the  grades  of  the  common  school.  Bird's-eye  view 
of  the  entire  organization  of  a  system  of  city  schools,  with  remarks 
and  commentary  on  the  practical  working  of  different  devices  in 
vogue. 

See  also  The  Division  of  School  Funds  for  Religious  Purposes. 
Atlantic  Monthly,  August,  1870.  The  Relation  of  the  School  to  tho 
Church  and  State  and  other  Educational  Institutions.  North  American 
Review  for  September,  1881.  A  Statement  of  the  Theory  of  Education 
in  the  l.'nited  States,  prepared  for  the  World's  Exposition  at  Vienna, 
and  afterwards  used  at  the  exposition  at  Paris,  published  by  the 
Bureau  of  Education;  published  also  in  French,  at  Paris. 


244  PEDAGOGICAL  LITERATUEE. 

29.  Harrison,  G.  L.     Compulsory  Education,  in  his  Chapters  on 

Social  Science.     1877. 

30.  Hartmann,  E.  von.     Zur  Reform  des  Universitatsunterricht. 

In  Voni  Fels  zum  Meer.    July,  1885. 

31.  Helps,  Arthur.     Friends  in  Council.     2  vols.     N.Y.,  1885. 

Vol.  I.  chap,  viii.,  Education. 

32.  Helmholtz,  H.     On  Academic  Freedom  in  German  Universi- 
ties.    In  Popular  Scientific  Lectures,     pp.  237-265.     N.Y., 
1881. 

Cf.  general  index  for  other  educational  papers. 

33.  Hughes,  Thomas.     Tom  Brown's  Schooldays.     Philadelphia. 

34.  Hughes,  Thomas.     Tom  Brown  at  Oxford. 

35.  Lubbock,  Sir  J.     Addresses,  Political  and  Educational.     8vo. 

London,  1879. 

36.  Meyer,  Lothar.     Ueber  akademische  Lernfreiheit.     In  Nord 
und  Slid.     July,  1879. 

37.  Higginson,    Thomas   Wentworth.     Atlantic   Essays.     Bos- 
ton, 1871. 

A  plea  for  culture.  Ought  women  to  learn  the  alphabet?  On  an 
old  Latin  text-book. 

38.  Hildebrand,  Karl.     Halbbildung  und  Gymnasialreform.     In 
Deutsche  Rundschau.     Bd.  XVI II. 

39.  Huxley,  Thomas  Henry.     Lay  Sermons,  Addresses  and  Re- 
views.    N.Y.,  1876. 

A  Liberal  Education,  and  where  to  find  it;  A  Scientific  Educa- 
tion ;  On  the  Educational  Value  of  the  Natural  History  Sciences ;  On 
the  Study  of  Zoology. 


MISCELLANEOUS   PAPERS.  245 

40.  Huxley,  Thomas  Henry.     Science  and  Culture,  and  Other 

Essays.     N.Y.,  1882. 

Universities,  Actual  and  Ideal;  Technical  Education;  Elementary 
Instruction  in  Physiology. 

41.  Lasker,  Eduarcl.     Wege  und  Ziele  der  Culturentwickelung. 

Leipzig,  1881. 

Inhalt :  Welt-  und  Staatsweisheit.  Ueber  Anlagen  und  Erziehung. 
Ueber  Halbbildung.  Wort  und  That.  Wozu  studirt  man  Sprachen. 
Ueber  Sprachenunterricht  in  den  hohern  Schulen.  Der  Mensch  und 
sein  Geschlecht. 

42.  Mann,  Horace.     Lectures  and  Annual  Reports  on  Education. 
Crown  8vo.     pp.  584.     Cloth.     Boston. 

Lecture  on  education,    pp.  61.    Boston,  1840. 

Ten  annual  reports  on  education,  from  1839  to  1848.  pp.  770. 
Boston. 

Thoughts  selected  from  the  writings  of  Horace  Mann.  pp.  240. 
Boston. 

Lectures  on  education,    pp.  338.    Boston,  1845. 

On  the  study  of  physiology  in  schools,    pp.  152.     Syracuse. 

A  few  thoughts  on  the  powers  and  duties  of  woman,  pp.  141. 
Syracuse,  1853. 

43.  Mann,  Mrs.   Horace.     The  Life  of  Horace  Mann.     Boston, 

1881. 

44.  Mill,  Froude,  Carlyle.     Scottish  University  Addresses.     New 

York,  1864. 

45.  Mitchell,  D.  G-.     Bound  Together.     New  York,  1884.     Two 

College  Tasks. 

46.  Nadal,  E.    S.     Impressions   of    London   Social   Life.     N.Y., 

1875. 

Chap,  iii.,  Two  Visits  to  Oxford. 

47.  Nohl,  C.     Mangel  und  Miss-stande  im  hoheren  Schulwesen. 

Nenwied,  1874. 


246  PEDAGOGICAL   LITERATURE. 

48.  Parker,  P.  W.     Notes   of   Talks   in    Teaching.     Tracts   for 
Teachers. 

Cf .  general  index. 

49.  Payne,  Joseph.     Principles  and  Practice  of  Jacotot's  System 
of  Education.     London,  1830. 

The  Curriculum  of  Modern  Education.    London,  1866. 

Three  Lectures  on  the  Science  and  Art  of  Education,  delivered  at 
the  College  of  Preceptors  in  1871.  pp.  29.  New  York,  1870. 

The  Training  and  Equipment  of  the  Teacher  for  his  Profession. 
London,  1869. 

Theories  of  Teaching,  with  their  Corresponding  Practice.    1868. 

On  the  Past,  Present,  and  Future  of  the  College  of  Preceptors. 
1868. 

On  the  Importance  and  Necessity  of  Improving  our  Ordinary 
Methods  of  School  Instruction.  1871. 

Preface  and  Supplement  to  English  Editions  of  Miss  Youman's 
"Essay  on  the  Culture  of  the  Observing  Powers  of  Children."  1872. 

The  Importance  of  the  Training  of  the  Teacher.    1873. 

The  True  Foundation  of  Science  Teaching.    London,  1873. 

The  Science  and  Art  of  Teaching.    An  Introductory  Lecture.  1874. 

Principles  of  the  Science  of  Education,  as  exhibited  in  the  Phe- 
nomena Attendant  on  the  Unfolding  of  a  Young  Child's  Powers  under 
the  Influence  of  Natural  Circumstances. 

Proposal  for  the  Endowment  of  a  Prof essorship  of  the  Science  and 
Art  of  Education,  in  Connection  with  the  College  of  Preceptors. 

Lectures  on  the  Science  and  Art  of  Education,  with  Other  Essays 
and  Lectures.  Edited  by  his  son,  with  an  Introduction  by  the  Rev. 
R.  E.  Quick,  pp.  380.  London,  1880.  This  volume  includes  all 
the  preceding  lectures  and  addresses.  The  following  are  published 
separately :  — 

Pestalozzi:  a  Lecture  delivered  at  the  College  of  Preceptors. 
Paper,  pp.  20.  New  York. 

Froebel  and  the  Kindergarten  System.    London,  3d  edition,  187G. 

Jacotot:  his  Life  and  System  of  Universal  Instruction.    1867. 

Arnold :  a  Lecture  delivered  at  the  College  of  Preceptors. 

Education  in  the  United  States.    British  Quarterly  Review,  1808. 

The  Higher  Education  of  the  United  States.    B.  Q.  R.,  1870. 

Eton.     B.  Q.  R.,  18G7. 

A  Visit  to  German  Schools.  Notes  of  a  professional  tour  to  in- 
spect some  of  the  kindergarten  primary  schools,  public  girls'  schools, 
and  schools  for  technical  instruction,  in  Hamburg,  Berlin,  Dresden, 


MISCELLANEOUS   PAPERS.  247 

Weimar,  Gotha,  and  Eisenach,  in  the  autumn  of  1874,  with  critical 
discussions  of  the  general  principles  and  practice  of  kindergarten  and 
other  schemes  of  elementary  education.  London,  1876. 

50.  Roscoe,  H.  E.     Original  Research  as  a  Means  of  Education. 

In  Stewart's  and  Ward's  Essays,  1874. 

51.  Ruggles,  Henry.     Germany  seen   without   Spectacles.     Bos- 
ton, 1883. 

Chaps,  ii.  and  Hi.,  Heidelberg. 

52.  Ruskin,  J.     Fors  Clavigera.     Letters  to  the  Workingmen  and 

Laborers  of  Great  Britain.  8  vols.  Sunnyside,  1870-1884. 
Schools,  pp.  251-81. 

53.  Spencer,  H.     Social  Statics.     Chap.    XXVI.    National  Edu- 
cation . 

54.  Tyndall,  John.     Fragments  of  Science.     N.Y.,  1872. 

V.  An  address  to  students.    Cf.  index. 

55.  Warren,   W.   F.      Boston   University    Year-Book,    1873-86. 

Boston. 

See  especially  the  Gateway  to  the  Learned  Profession.  Tear-Book, 
1877.  The  Literature  of  Learning  in  England.  1878.  Joint  and  Dis- 
joint Education  in  the  Public  Schools.  1879. 

56.  Whewell,  Farrady,  and  Others.     Lectures  on  Education. 

57.  Wiese,    L.      Padagogische   Ideale   und   Proteste.      pp.    139. 
Berlin,  1884. 

A  practical  discussion  of  over-pressure  and  half-culture. 

58.  Woolsey,  T.  D.     Helpful  Thoughts  for  Young  Men.     Bos- 
ton, 1874. 

59.  Virchow,  R.     Die  Freiheit  der  Wissenschaft  im  modernen 

Staat.     pp.  32.     Berlin,  1877. 


248  PEDAGOGICAL   LITERATURE. 

60.  Wordsworth,  W.     Of    Education.      In  his  Prose  Works. 
Vol.  I.     1875. 

61.  Reforms:  their  Difficulties  and  Possibilities  (anon.).     N.Y., 

1884. 

Chap,  x.,  some  points  in  education. 

See  also  especially  the  Reports  of  Amherst,  Columbia,  Cornell,  Michi- 
gan, Princeton,  Yale  Colleges,  and  articles  by  their  respective  Presidents. 
This  section  is  entirely  incomplete,  and  will  be  supplemented  later. 


LJII. 

MISCELLANEOUS   TOPICS. 

a.   SCHOOL  ARCHITECTURE  AND  FURNITURE. 

1.  Alcott,  W.  A.     On  the  Construction  of   School-Houses. 

A  pioneer  and  prize  essay  in  this  country,  published  with  a  plan 
of  a  village  school-house,  in  the  proceedings  of  the  American  Insti- 
tute of  Instruction,  1830. 

2.  Barnard,  H.     School  Architecture ;    or,  Contributions   to   the 

Improvement  of   School-Houses   in   the   United   States,     pp. 
464.     New  York,  1854,  1863. 

The  preface  (pp.  5-8)  contains  the  American  literature  on  school- 
houses,  furniture,  etc.  The  latter  is  a  revised  edition,  with  many 
illustrations. 

3.  Buisson.     Jlaport  sur  1'instruction  primaire  a  1'exposition  uni- 

verselle  de  Vienne  en  1873.     Paris,  1875. 

This  valuable  report  includes  schoolhouses,  furniture,  etc. 

4.  Clark,  T.  M.     Rural  School   Architecture,  with   Illustrations. 

pp.  106.     Circulars  of  Information  of  the  Bureau  of  Educa- 
tion.    No.  4.     Washington,  1880. 


MISCELLANEOUS  TOPICS.  249 

5.  Dabb,  A.  N.     Practical  Designs  for  Country  School-Houses. 

6.  Eveleth,  S.  P.     School-House  Architecture.     New  York,  1874. 

7.  Fitch,  J.  C.     The  School-Room  and  its  Appliances,  pp.  64-89, 

in  his  Lectures  on  Teaching.     Cambridge,  1881. 

8.  Freese,  J.  R.     Report  on  School-Houses  and  the  Means  of  pro- 

moting   Popular    Education,      pp.   13.      Washington,   1868. 
Paris  Universal  Exposition,  1867. 

Furniture  and  apparatus  included. 

9.  Johonnot,   J.     School-Houses,     pp.  271.     School   Furniture. 

pp.  114.     New  York,  1871.     Architectural  Designs  by  S.  E. 
Hewes.     School  Furniture,    pp.  196-238. 

10.  Spiess,   A.     Zur  praktischen   Losung   der  Subsellien-frage. 
Braunschweig,  1885. 

b.   GARDEN-WORK  IN  SCHOOLS. 

1.  Georgens,  J.  D.     Der  Volksschulgarten  und  das  Volksschul- 

haus.     pp.  190.     Berlin,  1873. 

2.  Hough.     Planting  Trees  in  School  Grounds,     pp.  8.     Depart- 

ment of  the   Interior   Bureau   of   Education.      Washington, 

1885. 

3.  Jaeger,  H.     Katechismus  der  Ziergartnerei.     4.  Aufl.     Leipzig, 

1877. 

4.  Obentrant,  A.  R.     Die  Schule  im  Dienste  der  Landeskultur. 

pp.  106.     Wien,  1875. 

With  agricultural  illustrations. 

5.  Peaslee,  J.  B.    Trees  and  Tree-Planting.     Celebration  of  Arbor 

Day.    pp.   64.     Washington,   1885.     Bureau  of    Education. 
1884. 

Interesting. 


250  PEDAGOGICAL    LITERATURE. 

6.  Reaard,  P.      L'agriculture  dans  les   e"coles.     pp.   180.      Paris, 

1884. 

A  practical  course  on  vine-culture. 

7.  Rttmpel.     Illustriertes  Gartenbau  Lexikon.     Berlin,  1880. 

8.  Schwab,  E.     Der  Schulgarten.     pp.  68.     Wien,  1876. 

With  four  plans.    The  best  of  many  pamphlets  on  the  subject  by 
the  author. 

c.   CIVIL  SERVICE  EDUCATION. 

1.  Comstock,  J.  M.     The  Civil  Service  in  the  United  States,     pp. 

602.     New  York,  1885. 

Contains  many  examination  papers. 

2.  Report  of  Civil  Service  Inquiry  Commissioners,  1875. 

3.  Report  on  the  Training  of  Candidates  for  the  National  Civil 

Service,  1876. 

4.  Civil  Service  Year-Book  and  Official  Calendar.     London,  1885. 

(I.   GENERAL  ^ESTHETICS. 

1.  Anderson,  J.  D.     ^Esthetic  Element  in  Education.    Jan.,  1885. 

2.  Chesneau,  E.     The  Education  of  the  Artist,     pp.  327.     Lon- 

don, 1886. 

3.  Dwight,  M.  A.     Art :  its  Importance  as  a  Branch  of  Educa- 

tion.    With  other  papers  on  the  subject,     pp.  14. 

4.  Henning,  G.     Die  aesthetische   Bildung  in   der  Volksschule. 

pp.  72.     Leipzig,  1874. 

5.  Malarce.  A.     La  Mason  de  Notre-Dame  des  Arts.    Paris,  1868. 

Advanced  art  education  for  women. 


MISCELLANEOUS   TOPICS.  251 

6.  MacCall,  Wm.     The  Education  of   Taste.     A  Series  of  Lec- 

tures.    Paper.     12mo.     London. 

7.  Root,  N.  W.  Taylor.     School   Amusements:   How  to   make 

the  School  Interesting,    pp.  225.     New  York,  1857. 

8.  Schiller,  F.     Briefen   iiber  aesthetische   Erzeihung   der  Men- 

schen.     1795. 

9.  Violet  le   Due.     Intervention   de  I'e'tat  dans  1'enseignement 

des  Beaux-arts,     pp.  62.     Paris,  1867. 

See  also  the  literature  on  Drawing. 


e.  MISCELLANEOUS  EDUCATIONAL  ESTABLISHMENTS. 

1.  Anon.     I^e  Musee  Pedagogique,  son  origine,  son  organisation, 

son  object,     pp.  121.     Paris,  1884. 

2.  Auchmuty,  R.  T.     The  New  York  Trade  Schools.     In  Forty- 

seventh  Annual  Report  of  the  Mass.  Board  of  Education. 
Boston,  1884. 

3.  Armstroff ,  W.     Die  Fortbildungsschule,  ihre  Aufgabe,  Organi- 

sation u.  s.  w.     Duisberg,  1877. 

4.  Chautauqua  Literary  and  Scientific  Circle.     Circulars.     New 

York,  and  Plainfield,  N.J. 

Cf .  Vincent,  in  index. 

5.  Cooper  Union  for  the  Advancement  of  Science  and  Art.     New 

York,  1884.     Twenty-fifth  Annual  Report,  1884. 

6.  FrOhlich,  G.     Die  Simultanschule.     Ihr  Wesen,  ihre  Aufgabe, 

ihre  Bedeutung  fiir  die  Kultur  und  ihre  Organisation  uebst 
ausfiihrlichen  Lehrplane  und  detaillirter  Schulordnung  fur 
inehrklassige  Simultanschulen.  pp.  80.  Vol.  I.  Padagogischen 
Studien  von  W.  Rein.  Wien  und  Leipzig,  1876. 

Good. 


252  PEDAGOGICAL  LITERATURE. 

7.  Goodwin,  William  W.     Report  of  the  Directors  of  the  Ameri- 

can School  of  Classical  Studies  at  Athens  for  the  Year  1882- 
83.  Washington,  1884. 

8.  Hampton  Normal  and  Agricultural  Institute.     Catalogue  and 

History. 

The  latter  1886. 

9.  Hale,  Edward  Everett.     Half-time  in  Schools.     In  No.  Amer. 

Review,  Nov.,  1884. 

10.  Hulbert,  H.  W.     English  Rural  Schools,     pp.  26.     Circulars 
of  Information.     No.  5.     Washington,  1880. 

11.  Maier,  J.  G.     Die  landlichen  Winter-abendschulen.     pp.  171. 

Stuttgart,  1873. 

12.  Mayaux,  V.     Die  Universitat  d.  Volkes.     Die  Forth  ildungs- 

schule  oder  Kurse  f.  Erwachsene  (cours  d'adultes),  voni  geist., 
sittl.,  wirthschaftl.  und  socialen  Gesichtspunkte  betrachtet. 
Aus  dein  Franz,  iibers.  gr.  8.  pp.  42.  Strassburg,  Schmidt. 

The  original  not  accessible. 

13.  Otto,  F.     Der  deutsche  Bugerstand  und  die  deutsche  Biiger- 
sclmle.     Eine  cultuiiiistorische  Erbrterung.     Leipzig,  1871. 

14.  Plauer,  B.     Die  Fortbildungsschulen.     pp.  61.     Wien,  1874. 

A  valuable  historical  sketch  of  these  institutions  in  the  several 
countries  of  Europe. 

15.  Rockwell,  J.  T.     The  Teaching  and  Literature  of  Shorthand, 
pp.  159.     Circulars  of  Information  of  the  Bureau  of  Educa- 
tion.    No.  2.     Washington,  1884. 

16.  Schurig,  G.     Die   deutsche   Biigerschule   nach  ihrem  Wesen 
und  Werden.     Gotha,  1878. 

17.  Siegfried,  J.     De  1'enseiguement  comercial.     Rev.  de  PEn- 
seignement,  1883. 


MISCELLANEOUS   TOPICS.  253 

18.  "Warren,  C.  Answers  to  Inquiries  about  the  U.  S.  Bureau  of 
Education,  its  Work  and  History.  Prepared  under  the  Direc- 
tion of  the  Commissioner.  Washington,  1883. 

Ninth  and  tenth  census  worked  over  conveniently. 


f.   GENERAL  MISCELLANY  AND  ADDENDA. 

1.  Bolza,  Prdr.     Geschichte   der  Falschung  des  Schulzeugnisses 

pp.  24.     Kaiserslautern,  1883. 

2.  DSring,  E.     Die  Erziehungsschule   nach   psycholog.      Grund- 

satzen.     pp.  142.     Bernburg,  Bacmeister. 

3.  Dulon,  K.     Aus  Amerika,  Ueber  Schule.     Heidelberg,  1866. 

4.  Kugler,  Joseph.     Die  Vorkehrungen  gegen  e.  Brandungliick 

in  d.  Schule.     Em  Beitrag  z.  Sclml-Hygiene.     pp.  16.    Wien. 

5.  Kxuitzc,    A.     Der  Lehrer    am    Sarge.     38    Leichenreden.     2. 

verb.  Aufl.  8.     pp.  187.     Rostock. 

6.  Plath.     Ueber  Schule,  Unterricht  und  Erziehung,  bei  den  alten 

chineren  noch  chinerescher  Quelle.     MUnchen,  1868. 

7.  Schumann,  K.     Die  padag.  Tagespresse  u.  ihre  Grossmeister 

z.  Berlin,  u.  Spaudau.     pp.  48.     Berlin,  1883. 

8.  Schule,  die,  im  Lichte  d.  socialen  Forderungen  d.  Gegenwart. 

pp.  52.     Hamburg,  1882,  Berendsohn. 

9.  Seemuller.   J.      Die   Sprachvorstellungen    als    Gegenstand  d. 

dtschen.  Unterr.     pp.32.     Wien. 

10.  Zirngiebl.      Studien    Ueber   Institut    der   Gesellschaft  Jesu. 

Leipzig,  1870. 

Especially  the  pedagogical  activity  of  the  order. 

11.  Watton,  H.     Education  as  Mind  Architecture,  in  his  Reliquse 

Waltonionse.     London,  1658. 


254  PEDAGOGICAL   LITERATURE. 

LIV. 
THE  EDUCATION  OF  THE  BLIND. 

1.  Anagos,  M.     Education  of  the  Blind ;  Historical  Sketch  of  its 

Origin,  Rise,  and  Progress.     Boston,  1882. 

2.  Anagos,  M.     Kindergarten  for  the  Blind  in  Europe. 

3.  Barbier,  C.     De  1'instruction  des  aveugles.     Paris,  1830. 

4.  Blanchet,  A.     Les  ecoles  speciales  pour  les  aveugles  et  les  in- 

stituteurs  primaires.     Paris,  1859. 

5.  Blanchet,  A.     Traite  pratique  de  1'education  des  aveugles. 

6.  Dalezalsk,  A.     Ansichten  iiber  die  Erziehung,  Ausbildung  und 

Versorgung  der  Blindeu.     Pest,  1841. 

7.  Dickens,  C.     An  Account  of  the  Institution  for  the  Blind  at 

Boston.     In  Amer.  Notes,  Vol.  I.     London,  1842. 

8.  Diderot,  D.     Lettre   sur  les   aveugles   a  1'usage   de  ceux  qui 

voient.     Paris,  1779. 

Excited  the  greatest  enthusiasm  and  interest  in  Paris,  and  still 
often  cited. 

9.  Dufau,  P.  A.     Des  aveugles,  consideration  sur  leur  etat  phy- 

sique, moral  et  intellectuel,  etc.     Paris,  1850. 

See  especially  his  Les  Aveugles  Nes,  and  his  Souveneurs  d'une 
Jeune  Fille  Aveugle  Nee. 

10.  Entlicher,  F.    -Das  blinde  Kind.     pp.  72.     Vienna,  1872. 

Of  great  psychological  value. 

11.  Entlicher,  F.     Die   Blinden-Anstalten  Deutschlands  und  der 

Schweiz.     pp.  61.     Wien,  1876. 

Brief  report  on  buildings  and  studies  of  each  institution. 


THE   EDUCATION   OF   THE  BLIND.  255 

12.  Fuchs,  O.     Die  Ursachen-  und  der  Verh titling  der  Blindheit. 
pp.  293.     Wiesbaden,  1885. 

13.  Gall,  J.     Historical  Sketch  of  the  Origin  and  Progress  of  Lit- 
erature for  the  Blind,     pp.  388.     Edinburgh,  1834. 

11.  Gall,  J.     The  Education  of  the  Blind.     Edinburgh,  1837. 

15.  Gaudet,  J.     L'institut   des  jeunes  aveugles  de  Paris.     Paris, 
1843. 

1C.  Gaudet,  J.     De  la  premiere  Education  des  enfants  aveugles. 
Paris,  1858. 

17.  Gaudet,   J.      L'instituteur   des    aveugles.      Journ.   mensuel. 
Paris,  1855-1863. 

The  writings  of  this  author  and  of  Dufau  are  especially  recom- 
mended by  Maurice  de  la  Sizerauue,  the  well-known  director  of  the 
Valentin  Haiiy,  and  of  the  Louis  Braille. 

18.  Guilli£.     Essai  sur  Pinstruction  des  aveugles.     Paris,  1817. 

A  noted  but  narrow  work  by  the  successor  of  Haiiy,  in  which  his 
great  service  is  entirely  ignored. 

19.  Hall,  G.  S.     Laura  Bridgman.     In  his  Aspects   of  German 

Culture.     Boston,  1881. 

See  the  book  on  the  same  subject  by  Mrs.  Lamson.     Boston,  1881. 

20.  Hanks,  L.     Blindness  and  the  Blind.     London,  1872. 

21.  Hartman,  A.     De  Petat  de  Paveugle-ne",  compare  a  celui  du 

sourd-muet.     Bruxelles,  1817. 

22.  Hatty.     Essay  on  the  Education  of  the  Blind.     1793-99.     Tr. 
by  Blacklock. 

Historically  important. 

23.  Hebold,  E.     Das   Blinde   im  elterlichen   Hause  und  in   der 

Volksschule.     Berlin,  1862. 


256  PEDAGOGICAL   LITERATURE. 

24.  Hienzsch,  J.     Uber  die   Erziehung  und  den   Unterricht  der 

Blinden.     Berlin,  1851. 

25.  Howe,  S.  G.     Address  of  the  Trustees  of  the  New  England 
Institution  for  the  Education  of  the  Blind.     Boston,  1833. 

26.  Howe,  S.  G.     Education  of  the  Blind.     New  England  Maga- 
zine, March,  1833. 

27.  Howe,    S.  G.      Education    of  the   Blind.     North    American 

Review,  July,  1833.     Boston. 

28.  Howe,  S.  G.     Lectures  on  the  Education  of  the  Blind,  deliv- 

ered before  the  American  Institute  of  Instruction.     Boston, 
1837. 

29.  Howe,  S.  G.     Education  of  the  Blind,  in  the  Annual  Reports 
of  the  United  States  Commissioner  of  Education  for  the  Years 
1871  and  1872.     Washington,  1871-1873. 

30.  Howe,  S.  G.     Forty-three   Annual   Reports  of  the   Perkins' 
Institution  and  Massachusetts  School  for  the  Blind,  from  1833 
to  1875.     Boston. 

31.  Howe,  S.  G.     Address  delivered  at  the  Ceremony  of  laying 
the  Corner  Stone  of  the  New  York  State  Institution  for  the 
Blind  at  Batavia.     Boston,  1866. 

32.  Howe,  S.  G.     Report  of  the  Commissioners  to  the  Legislature 
of  Mass.     Boston,  1848. 

33.  Howe,  8.  G.     On  the  Causes  of  Idiocy.     Edinburgh,  1848. 

34.  Howe,  S.  G.    Causes  and  Prevention  of  Idiocy.    Boston,  1848. 

35.  Howe,  S.  G.     Twenty-eight  Annual  Reports  of  the  Massa- 
chusetts   School  for  Idiots  and   Feeble-Minded  Youth,  from 
1848  to  1875.     Boston. 

Many  of  Dr.  Howe's  writings  are  out  of  print,  and  especially  the 
early  reports  ou  Laura  Bridgman  should  be  republished. 


THE  EDUCATION   OF  THE  BLIND.  257 

30.  Hunter,  J.  H.  Education  of  the  Blind  in  Two  of  the  On- 
tario Institutions  for  the  Blind,  for  the  Years  1878  and  1879. 
Toronto,  1879  and  1880. 

37.  Kitto.     The  Lost  Senses,     pp.  379.     Xew  York,  1852. 

The  well-known  writer  on  biblical  subjects,  himself  blind. 

38.  Klein,  J.  W.     ttber  die  Eigenschaften  und  die  Behandlung 

der  Blinden.     Prag,  1808. 

39.  Klein,  J.  W.     Geschichte  des  Blindenunterrichtes  unter  den 
gewidmeten  Anstalten,  in  Deutschiand.     pp.  204.     Wien,  1837. 

40.  Klein,  J.  W.     Die  Anstalten  fiir  Blinden   in  Wien.     Wien, 

1841. 

41.  Knis,  J.  G.     Anleitung  zur  zweckmassigen  Behandlung  blin- 
der Kinder.     Breslau,  1858. 

42.  Krause,  A.     Nachricht  von  der  Blindenbewahr-,  Erziehungs- 
und  Beschaftigungsanstalt  zu  Halle  an  der  Saale.    Halle,  1841. 

43.  Lachmann,  W.     tlber  die   Nothwentigkeit  einer  zweekmas- 

sigen   Einrichtung  und   Verwaltung  von   Blindenunterrichts 
und  Erziehungsinstituten,  etc.     Braunschweig,  1843. 

44.  Loewy,  T.     Common  Sensibles.     Leipzig,  1884. 

Contains  convenient  accounts  of  observations  made  on  congeni- 
tally  blind  persons  who  were  restored  to  sight  by  operations. 

45.  Moldenhawer,  J.     tlber  Zweck  und  Aufgabe  der  Blindenan- 
stalten,  mit  einem  Vorwort  von  Dr.  Matthias. 

No  date. 

46.  Moon,  W.     Sight  for  the  Blind,     pp.  180.     London,  1879. 

Largely  sketch  of  an  institution. 

47.  Niboyt,  Mme.  Euge'nie.     Des  aveugles  et  de  leur  Education. 

Ouvrage  couronne'.     Paris,  1837. 


258  PEDAGOGICAL    LITERATURE. 

48.  Pablasek,  M.     Die  Fursorge  fur  die  Blinden  von  der  Wiege 

bis  zum  Grabe.     Wien,  1867. 

Good. 

49.  Palatianos,    A.      Tv<p\ol  Kal  Ko><i>d\a\oi  lv  'EXAavi    (The   Blind 
and  the  Deaf -Mutes  in  Greece).     Corfu,  1882. 

50.  Prescott,  W.  H.     "  The  Blind,"  in  Biographical  and   Critical 

Essays.     Boston,  1846. 

51.  Rodenbach,  A.     Lettre  sur  les  aveugles,  faisat  suite  k  celle 

de  Diderot,  ou  considerations  sur  leur  etat  moral,  etc.     Brux- 
eUs,  1828. 

52.  Scherer,  F.     Die  Zukunft  der  Blinden.     Berlin,  1863. 

53.  S.  D.  C.     II  cieco  afflitto  e.  consolato.     Italy,  1646. 

A  Letter  to  Vincent  Armanni.    The  first  book  to  call  attention  to 
the  miseries  of  the  blind. 

54.  Struve,  C.  F.     Kurzer  Unterricht  fur  Eltern  und  Lehrer  der 
Blinden.     Leipzig,  1810. 

55.  Trynkhusen,  G.     Dissertatio  de  coecis  sapientia  et  eruditions 

clavis  mirisque  ccecorum  actionibus.     Gerse,  1672. 

Of  much  historical  value. 

56.  Watteville,  Le  Baron  de.     Rapport  sur  les  sourds  muets,  les 
aveugles   et   les    etablissements    consacres   k  leur   education. 
Paris,  1860. 

57.  Zeuns,  A.      (Belisar.)      tfber   den    Unterricht   der   Blinden. 
Berlin,  1808. 

Of  historical  interest. 

58.  Zeuns,  A.    Uber  Blinde  und  Blinden  anstalten.    Berlin,  1817. 


THE   EDUCATION   OF   DEAF-MUTES.  259 

50.  Meeker,  W.     Der  Blindenfreund.     Zeitschrift   fur  Verbesse- 
rung  der  Looses  der  Blinden.     Diiren,  1880-84. 

Those  interested  in  this  topic  may  like  to  refer  also  to  the  follow- 
ing: A.  Geisler,  Die  Farbenblindheit  ihres  Prufungsmethoden  u.  ihre  prak- 
tische  Bedeutung.  Leipzig,  1882.  An  admirable  pamphlet.  —  B.  J.  Jeffreys, 
Color  Blindness.  —  H.  Cohn,  Studien  Ueber  angeborene  Farbenblindheit. 
Breslau,  187!>. — H.  Cohn,  Die  Hygiene  des  Auges  in  der  Schulen.  Wien, 
1883.  —  Javal,  a  series  of  optico-pedagogical  studies  in  the  Revue  Scien- 
tifique.  —  E.  Bleuler  and  K.  Lehmann,  Zwangmassige  Licht-Empf  undungen. 
Leipzig,  1881.  —  Galton,  Inquiries  into  Human  Faculty.  —  Anleitung  blin- 
den  Kindern  die  nothige  Bildung  in  den  Schulen  ihrer  Wohnortes  und 
Kreiseihrer  Familienzuverschaften.  Wien,  1845.  Historically  important. 


LV. 
THE   EDUCATION   OF   DEAF-MUTES. 

1.  Achers,  B.  St.  John.     Vocal  Speech  for  the  Dumb. 

2.  American  Annals  of  the  Deaf   and  Dumb.     Hartford  Quar- 

terly Science,  1848. 

Now  published  in  "Washington,  D.C. 

3.  Arnold,   T.     A   Method   of    Teaching  the   Deaf    and   Dumb 

Speech,  Lip-Reading  and  Language,  with  Illustrations  and 
Exercises,  pp.  156.  London,  1881. 

4.  Beitrage  z.  Geschichte  u.  Statistik  d.  Taubstummen-Bildungs- 

wesens  in  Preussen.     pp.  2TC.     Berlin,  Hertz. 

5.  Bell,  Alex.  Melville.     Visible  Speech :  the  Science  of  Univer- 

sal Alphabetics,  or  Self-interpreting  Physiological  Letters,  for 
the  Writing  of  All  Languages  in  One  Alphabet,  illustrated  by 
Tables,  Diagrams,  and  Examples.  Inaugural  edition.  Half- 
calf.  4to.  pp.  158.  London,  1867. 


260  PEDAGOGICAL    LITERATURE. 

G.  Briicke,  E.  Grundziige  der  Physiologie  und  Systematik  der 
Sprachlaute  fiir  Linguisten  und  Taubstummenlehrer.  pp. 
172.  Wien,  1876. 

7.  Carton,   C.      Le    sourd-muet  et  1'aveugle.     Journal  mensuel. 

Tome  I.,  Bruger,  1837 ;  T.  II.,  1838;  T.  III.,  1840. 

8.  Cuppers,  W.  H.     Anweisung  zur  zweckmassigen  Vorbereitung 

taubstummer   Kinder  fiir  eine    Taubstummen-Ansstalt.     pp. 
86.     Trier,  1862. 

9.  Dalgarns,  G.     Didascalocophus.     The  Deaf  and  Dumb  Man's 

Tutor.     Oxford,  1680. 

Of  much  historical,  but  no  other  value.  The  first  four  chapters 
prove  that  a  deaf-mute  is  capable  of  understanding  and  using  the 
language  of  people  around  him,  and  the  last  four  chapters  treat  of 
the  means  by  which  language  can  be  taught  to  the  deaf. 

10.  Degerando.     De  1 'education  du  sourd  muets  de  naissance.     2 
vols.    pp.  592,  668.     Paris,  1827. 

11.  Fay,  E.  A.     Index  to  the  American  Annals  of  the  Deaf  and 

Dumb.      Vols.   I.-XX.     1847-1875.     pp.    103.      Washington, 

1880. 

Classified  both  by  authors  and  by  topics.  See  also  a  catalogue  of 
the  Baker  Library,  Washington,  D.C.,  as  an  appendix  to  the  Eighteenth 
Annual  Report  of  the  Columbia  Institution  for  the  Deaf  and  Dumb. 
1875.  This  large  and  valuable  library  is  devoted  entirely  to  this  sub- 
ject. The  titles  fill  twenty-four  two-column  pages. 

12.  Gordon,  J.  C.     Practical  Hints  to  Parents   concerning   Pre- 
liminary Training  of   Young   Deaf   Children.     Washington, 
1886.     Paris. 

13.  Gude,  W.     Die  Gesetze  der  Physiologie  und  Psychologic  iiber 
Entstehung  der  Bewegungen  und  der  Articulations-Unterricht 
der  Taubstummen.     pp.  80.     Leipzig,  1880. 

14.  Hall,    G.    Stanley.      Laura   Bridgman.      In    his  Aspects   of 

German  Culture,     pp.  237-276. 


THE  EDUCATION   OF  DEAF-MUTES.  261 

15.  Hill,   M.      Beleuchtung    der   in    den   Preussischen   Gesetzen 
enthaltenen  singularen  Bestirnmungen  iii  Betreft  taubstuiniuer 
Personen.     pp.  46.     Leipzig,  1861. 

16.  Hill.     Der  Gegenwartige  Zustand  des  Taubstummen-Bild'ings- 

Wesen's  in  Deutschland.     pp.  326.     Weimar,  1866. 

Preceded  by  historical  sketch. 

17.  Hill.     Die  neuesten  Vorschlage  zur  Fbrderung  des  Taubstum- 
men-Bildungs-Wesens.     Weimar,  187  .     pp.  148. 

18.  Hill,  M.     Elementar-Lese-  und  Sprachbuch  fiir  Taubsturnme. 
pp.  122.     Leipzig,  1867. 

19.  Hill,  M.     Lesefibel  fiir  Volksschulen  und  Taubstummen^  An- 
stalten.     pp.  74.     Leipzig,  1869. 

20.  Keep,  J.  R.     The  Sign  Language,     pp.  12.     From  the  New 

Englander,  April,  1871. 

21.  Lamson,  Mary    S.      Life   and   Education   of   Laura   Dewey 
Bridgman,  the  Deaf,  Dumb,  and  Blind  Girl.     pp.  373.     Bos- 
ton, 1878. 

The  author  was  for  three  years  the  special  teacher  of  Laura  dur- 
ing her  most  interesting  years.  Fullest  account  of  her  education, 
with  portrait. 

22.  Linnartz,    W.      Das    Auge     des    Taubstummen.      pp.    18. 
Aachen,  1886. 

23.  Oehlwein.      Die  naturlische  Zeichensprache   der  Taubstum- 
men.    3  Aufl.     pp.  44.     Weimar. 

Interesting. 

24.  Potter,  S.  O.  L.     Speech  and  its  Defects,     pp.  117.     Philadel- 
phia, 1882. 

25.  Rossler,  E.     Zwei  Bilderbogen,  ein  Hiilfsmittel  fiir  die  ersten 

Sprech-  und   Sprachiibungen   mit  Taubstummen,  enthaltend 
iiber  300  bildliche  Darstellungen  von  Gegenstauden  aus  den 


262  PEDAGOGICAL  LITERATURE. 

nachsten  Anschaungsgebieten  in  einer  dem  allmahligen  Fort- 
schritte  in  der  Lautbildung  entsprechenden  Ordnung.  Osna- 
briick,  1880. 

26.  Scholtle,  U.  K.     Lehrbuch   der  Taubstumen   Bildung,  Ess- 
lingeii.    pp.  372.     1874. 

27.  Sexton,   S.      Causes   of    Deafness   among   School   Children, 
pp.  47.     Circulars  of   Information  of  the   Bureau  of  Educa- 
tion.    No.  5.     Washington,  1881. 


LVI. 

/ 

CRIMINALS   AND   REFORMATORY  INSTITUTIONS. 

1.  Barnard,  H.     Reformatory  Education.     Papers  on  Preventive, 

Correctional,  and  Reformatory  Institutions  and  Agencies  in 
Different  Countries,     pp.  361.     Hartford. 

2.  Brace,  C.  L.     Dangerous  Classes  of   New  York,  and  Twenty 

Years'  Work  among  them.     New  York,  1872. 

3.  Brockway,  2.  R.     Needed   Reform   in   Prison   Management. 

In  North  American  Review.     New  York,  1883. 

4.  Cameron,   Jane,   Memoirs  of.     By  a  Prison  Matron.     2  vols. 

London,  1864. 

A  book  of  great  value  and  interest. 

5.  Carpenter,  Mary.     Juvenile  Delinquents  :  their  Condition  and 

Treatment,     pp.  388.     London,  1853. 

6.  Carpenter,  Mary.     Reformatory  Schools.     London,  1851. 


I 
CRIMINALS   AND   REFORMATORY   INSTITUTIONS.     263 

7.  Carpenter,  Mary.     Reformatory  Prison   Discipline,  as  devel- 

oped by  the  Rt.  Hon.  Sir  Walter  Croften,  in  the  Irish  Convict 
Prisons,     pp.  143.     London,  1872. 

8.  Day,  Samuel  Phillips.     Juvenile  Crime :   its  Causes,  Charac- 

ter, and  Cure.     pp.  455.     London,  1858. 

9.  Dugdale,  R.  L.     The   Jukes :    a  Study  in  Crime,  Pauperism, 

Disease,  and  Heredity.     New  York,  1877. 

Very  valuable. 

10.  Farrar,  J.  A.     Crimes   and   Punishments,  including   a  New 

Translation  of  Beccaria's  Dei  Delitti  e  delle  Dene.     pp.  251. 
London,  1880. 

11.  Fuld,    L.     Das   riickfallige   Verbrechesthum.     Zeit-  u.  Streit- 
fragen.     1885.     Heft,  220. 

12.  Gneist.     Englische  Verwaltungsrecht.     Police  System  of  Eng- 
land, including  Prison  Control,     pp.  790,  824. 

13.  Harrison,  J,  B.     Certain  Dangerous  Tendencies  in  American 
Life,  and  Other  Papers.     Boston,  1880. 

14.  Krause,  A.     Die  Psychologie  des  Verbrechens.     Ein  Beitrag 
zur  Erfahrungsseelenkunde.     pp.  421.     Tubingen,  1884. 

The  result  of  fifty  years  public  connection  with  criminal  and 
reformatory  institutions.    Almost  no  reference  to  literature. 

15.  Lilttich,  O.     Die  Bedeutung  der  Kriminal-Statistik  fur  Erzie- 
hungswesen.     pp.  16.     Dresden,  1874. 

16.  Feirce,  B.  K.     A  Half-Century  with   Juvenile   Delinquents ; 

or,  the  New  York  House  of   Refuge  and  its   Times.     N.Y., 
1869. 

17.  Reformatory  and  Preventative  Measures.     Papers  from  Bar- 
nard's Am.  Journ.  of  Ed.     Hartford,  1880. 


264  PEDAGOGICAL   LITERATURE. 

18.  Tauffer,  E.     Beitrage  zur  nuester  Geschichte  des  Gefangniss- 

wesens   in   der   Europaischen    Staaten.     pp.    104.     Stuttgart, 
1885. 

A  brief  review  of  each  country,  for  the  years  1883-84. 

19.  Vaux,  R.     Short  Talks  on  Crime-Cause  and  Convict  Punish- 

ment.    Philadelphia,  1882. 

From  the  standpoint  of  the  Pennsylvania  system,  of  which  the 
author  is  a  good  representative. 

20.  Warner,  C.  D.      A    Study  of   Prison    Management.     North 

American  Review.     N.Y.,  1885. 

Presents  the  Elmyra  system. 

21.  Warner,  C.  O.      Education  as  a  Factor  in   Prison   Reform. 

Harper's  Magazine,  February,  1886. 

22.  Wichern,  J.  H.     The  German  Reform  School,     pp.  589-648. 
Vol.  XXII.     Am.  Journ.  of  Ed.     Hartford,  1871. 

23.  Wines,  E.   C.     The    State   of   Prisons   and   of  Child-Saving 

Institutions   in  the   Civilized  World,     pp.  719.     Cambridge, 
1880. 


THE   TRAINING   OF    THE    FEEBLE-MINDED.  265 


LVII. 

THE   TRAINING  OF   THE   FEEBLE-MINDED   AND  OF 
IDIOTS. 

1.  Abbot,  J.     Handbook  on  Idiocy.     London,  1857. 

2.  Anon.     Edinburgh  Review.     Idiot  Asylums.     July,  1865. 

3.  Barthold,  C.     Der  erste  vorbereitende  Unterricht  fur  Schwach- 

und  Blodsinnige.     pp.  25.     Leipzig,  1881. 

4.  Belhomme.     Essai  sur  1'idiotie.     Paris,  1843. 

5.  Brockett,  S.  P.     Idiots   and   the   Efforts   for  their  Improve- 

ment.    Hartford,  Conn.,  1856. 

6.  Brady,  C.     The  Training  of  Idiotic  and  Feeble-Minded  Chil- 

dren.    Dublin,  1864. 

7.  Blackie.     Cretinism  and  Idiocy.     Edinburgh,  1855. 

8.  Coldstream.     Essay  on  Idiocy.     Edinburgh,  1862. 

9.  Denslhoff,  J.     Die  gegenwartige  Lage  der  Cretinen,  Blb'dfinrii- 

gen  und  Idioten  in  den  Christlichen  Landeru.     Bonn,  1857. 

10.  Duncan,  E.  M.     The  Method  of  Drill,  the  Gymnastic  Exer- 
cises, and  the  Manner  of  teaching   Speaking  used  at  Essex 
Hall,  Colchester,  for  Idiots,  Simpletons,  and   Feeble-Minded 
Children.     London,  1861. 

11.  Duncan,  P.  M. ;  Millard,  W.    A  Manual  for  the  Classification, 

Training,  and  Education  of  the  Feeble-Minded,  Imbecile,  and 
Idiotic.     London. 

No  date. 

V 


266  PEDAGOGICAL    LITERATURE. 

12.  Erchricht.     On  the  Possibility  of  educating  Idiot  Children, 
etc.     Copenhagen,  1854. 

13.  Esqtiirol.     Observations  pour  servir  &  1'histoire   de  1'idiotie. 
In  his  Maladies  mentales.     Paris,  1828. 

The  entire  work  is  translated  into  English. 

14.  Esquirol  et  Seguin.     Resume  de  ce  que  nous  avon  fait  pen- 

dent quatorze  mois.     Paris,  1839. 

Education  of  idiots. 

15.  Guggenbiihl,  J.     Die  Heilung  und  Verhiintung  der  Cretinis- 
mus  und  ihre  neueste  Fortschritte.     Bern,  1835. 

16.  Guggenbiihl,  L.     Cretinism  and  its  Treatment.     Bern,  1848. 

17.  Howe,  S.  Gr.     Training  Idiots,     pp.  72.     Boston,  1850. 

18.  Kerlin,  J.  N.     The  Mind  unveiled.     Philadelphia,  1858. 

19.  Kern,  F.     Essay  on  Idiotic  Instruction.     Gohlis,  1857. 

20.  Millar d,  W.     The  Idiot  and  his  Helpers.     Colchester,  1864. 

21.  Rauber,  A.     Homo  sapiens  ferus,  oder  die  Zustande  der  Ver- 
\vilderten  und  ihre  Bedeutung  fiir  Wissenschaft,  Politik  und 
Schule.     Biologische  Untersuchung.     Leipzig,  1885. 

Good. 

22.  Scott,  W.  R.     Remarks,  Theoretical   and   Practical,  on  the 
Education  of   Idiots  and  Children  of  Weak  Intellect.     Lon- 
don, 1847. 

23.  Seguin,  E.     Idiocy,  and  its  Treatment  by  the  Physiological 
Method,     pp.  457.     N.Y.,  1866. 

A  standard  work.    Of  great  psychological  and  pedagogical  acute- 
ness. 

24.  Sengelmann,   H.       Idiotophilus.      Systematisches    Lehrbuch 
der  Idioteu-Heilpflege.     Norden,  1885. 


NEURASTHENIA    AND   THE   INSANE.  267 

LVIIL 
NEURASTHENIA   AND   THE  INSANE. 

1.  Engelhorn,  E.     Die  Pflege  der  Irren  sonst  und  jetzt.     pp.  1-32. 

S.    xx.     Sainm.   gemein   wiss.  Vortrage.    Heft  462.     Berlin, 

1885. 

2.  Jacobi,  Mary  P.     Some  Considerations  on  the  Moral  and  on 

the  Non-Asylum  Treatment  of   Insanity,     pp.  77-96.     Jour. 
Soc.  Sci.     Part  II.,  1881.     New  York. 

Good.    Based   largely  upon   Krafft-Ebing,  but   by  no  means  a 
resume. 

3.  Jarvis,  E.     Relation  of   Education  to   Insanity,  in   Report  of 

U.  S.  Commissioner  of  Education,  1871. 

A  well-known  Mass,  statistician  and  specialist  on  this  subject. 

4.  Koch,    J.  L.  A.      Psychiatriche   Winke   fiir   Laien.     pp.   109. 

Stuttgart,  1880. 

5.  Kraft-Ebing,  R.  v.     Grundziige   der  Criminalpsychologie   auf 

Grunlage  des  Strafgesetzbuchs  des  deutschen  Reichs.     pp.  152. 
Brian  gen,  1872. 

A  handbook  for  physicians  and  priests. 

6.  Kraft-Ebbing,   F.   v.      tfber   gesunde    und    kranke    Nerven. 

pp.  157.     Tubingen,  1885. 

A  valuable  popular  statement  by  an  eminent  psychiatrist,  now 
being  translated. 

7.  Wynter.     The  Border  Lands  of  Insanity,     pp.  287.     London, 

1877. 

Articles  on  training  imbecile  children,  hallucinations  and  dreams. 


268  PEDAGOGICAL  LITERATURE. 


LIX. 

EDUCATIONAL  WORK  AND  INFLUENCES   AMONG 
THE   POOR. 

1.  Aclaiid,  A.  H.  L.,  and  Jones,  B.     Workingmen  Co-operators. 

London,  1884. 

2.  Anon.      Handbook  for   Friendly   Visitors    among   the    Poor. 

Charity  Organization  Society  of  the  City  of  New  York.    1883. 

3.  Barnard,  C.    A  Hundred  Thousand  Homes.    Descriptive  of  the 

Small  Houses  of  Philadelphia,  and  the  System  by  which  Poor 
People  became  their  Owners.  Scribner's  Magazine,  New  York, 
February,  187G. 

4.  Bonar,  J.     Malthus  and   his  Work.     London  and  New  York, 

1885. 

5.  Bosanquet,  C.  B.  P.     Handy  Book  for  Visitors  of  the  Poor  in 

London.     London,  1874. 

6.  Campbell,  Helen.     The   Problem  of  the   Poor :   a  Record  of 

Quiet  Work  in  Unquiet  Places.     New  York,  1882. 

7.  Carpenter,  J.  Estlin.     Life   and  Works  of  Mary   Carpenter. 

London,  1879. 

8.  Chalmers,  T.     The  Civic  Economy  of  Large  Towns. 

9.  Chalmers,  T.     On  Pauperism,     pp.  139-444.     In  Vol.  XVI.  of 

his  Works. 

His  works  abound  in  comprehensive  suggestion  in  regard  to  causes 
and  cure  of  pauperism  and  vice.    See  especially  vols.  14, 15,  and  19-21. 


EDUCATIONAL   WORK   AMONG   THE   TOOK.  269 

10.  Directory,  A,  of  the  Charitable  and  Beneficent  Organizations 
of  Boston,  together  with  "Legal  Suggestions,"  etc.     Prepared 
for  the  Associated  Charities,     pp.  196.     Boston,  1886. 

Very  valuable;   contains  bibliography,  to  which  this  section  is 
much  indebted. 

11.  Dora,   Sister.     A   Biography.     London,   1880.     The   Life   of 
Dorothy   Wyndlow   Pattison,  Sister   of   Mark   Pattison,  and 
Member  of  the  Sisterhood  of  the  Good  Samaritans,  an  Order 
of  the  Church  of  England. 

12.  Doyle,  A.    The  Poor-Law  System  of  Elberfeld.    London,  1871. 

A  good  account  of  this  famous  system,  which  has  set  the  pattern 
for  so  many  other  places. 

13.  Edwards,  W.  W.     The  Poor-Law  Experiment  at  Elberfeld. 

Contemporary  Review,  July,  1878. 

14.  Emminghaus,  A.     Poor  Relief  in  Different  Parts  of  Europe. 

A  Selection  of  Essays  translated  from  the  German.     London, 
1872. 

15.  Fields,  Mrs.  J.  T.     How  to  help  the  Poor.     pp.  125.     Boston, 

1883. 

16.  Fawcett,  H.     Pauperism :  its  Causes  and   Remedies.      Lon- 

don, 1871. 

17.  Fowle,   T.   W.      The    Poor   Law    (English   Citizen    Series). 

London  and  New  York,  1881. 

18.  Gerando,  J.  Marie  de.     Le  visiteur  du  pauvre.     Paris,  1826. 

19.  Gurteen,  S.  H.     A  Handbook  of  Charity  Organization.    Buf- 
falo, 1882. 

20.  Guthrie,  Thomas.    Seed-Time  and  Harvest  of  Ragged  Schools ; 
or,  A  Third  Plea  with  New  Editions  of  the  First  and  Second 
Pleas,     pp.206.     Edinburgh,  1860. 


270  PEDAGOGICAL   LITERATURE. 

21.  Hall,  James  O.    Sought  and  Saved.    A  Prize  Essay  on  Ragged 

Schools  and  Kindred  Institutions,     pp.  256.     London,  1855. 

22.  Handbook  for  Friendly  Visitors  among  the  Poor.     Compiled 
and  arranged  by  the  Charity  Organization  Society  of  the  City 
of  New  York.     pp.  88.     G.  P.  Putnam's  Sons,  27  and  29  West 
23d  St.,  1883. 

23.  Higinbotham,  Josephine  M.     Una  and  her  Paupers.     Memo- 

rials of  Agnes  E.  Jones.     Introduction  by  Florence  Nightin- 
gale.    London,  1871.     N.Y.,  1872. 

24.  Hill,   Florence.      Children   of  the   State.     The  Training  of 
Juvenile  Paupers,     pp.  275.     London,  1868. 

Describes  actual  English  and  Irish  systems. 

25.  Hill,  F.     The  Children  of  the  State.     The  Training  of  Juve- 
nile Paupers.     London,  1868. 

26.  Hill,  Octavia.     District  Visiting.     A  Few  Words  to  Volun- 
teer Visitors   among   the   Poor.     A  More   Excellent  AVay  of 
Charity.     A  Word  on  Citizenship.      Effectual    Charity,     pp. 
34.     Reprinted  from  "  Our  Common  Land."    pp.  34.     Boston, 
1880. 

27.  Hill,  Octavia.     Homes  of  the   London   Poor.     London   and 
New  York,  1875. 

28.  Hill,  Octavia.     Our  Common  Land,  and  Other  Essays.     Lon- 

don, 1877. 

29.  Hopkins,  Ellice.     Work  in  Brighton ;  or,  Woman's  Mission 
to  Women.     London,  1879. 

30.  Hopkins,  Ellice.     Life  and  Letters  of  James  Hinton.     Lon- 
don, 1878. 

31.  Hopkins,  Ellice.     T'ie   Industrial   Training   of  Pauper  and 
Neglected  Girls.     In  Contemporary  Review.     July,  1882. 


EDUCATIONAL   WORK  AMONG   THE  POOR.  271 

32.  Hopkins  Ellice.    Work  among  Workingmen.     London,  1879. 

33.  Hoyt,  C.  S.    Extracts  from  a  Report  on  Pauperism.    Albany, 

1877. 

34.  Jevons,  W.  S.     The  State  in  Relation  to  Labor.     (English 

Citizen  Series.)     London  and  New  York,  1883. 

35.  Kellogg,  D.  O.      Organization  of    Charity   in   Philadelphia. 

Penn  Monthly,  September,  1878. 

36.  Kenny,  Courtney  Stanhope.     The  Principles  of  Legislation 
with  Regard  to  Property  given  for  Charitable  or  Other  Public 
Uses.     pp.  274.     London,  1880. 

Valuable  educational  matter. 

37.  Kingsley,  Charles.     By  his  wife.     Letters  and  Memories  of 

his  Life.     (Especially  pp.  223-226,  292-296.)     London,  1877. 

38.  Leighton,  B.     Letters  and  Other  Writings  of  the  Late  Edward 

Denison,  M.P.  for  Newark.     London,  1872. 

39.  Leighton,  B.     Pauperization,  Cause  and  Cure.     Shrewsbury, 

1871. 

40.  Lesley,  Susan  I.     Suggestions  to  Ward  Visitors.     Philadel- 
phia, 1879. 

41.  Low,  S.    The  Problem  of  Pauperism  in  Brooklyn.    N.Y.,  1879. 

42.  Lowell,  Josephine  S.     Public   Relief  and  Private  Charity, 
pp.  111.     New  York  and  London,  1884. 

43.  Lowell,  Josephine  S.     New  York  State  Board  of  Charity. 
N.Y.,  1884. 

44.  Malthus,  T.  R.     Principles  of  Population,  and  its  Effects  on 

Human  Happiness.     London,  1878. 

45.  Moggridge,  M.  W.     Method  in  Almsgiving.     London,  1882. 


272  PEDAGOGICAL   LITERATURE. 

46.  Nicholls,   G.     History  of  the  English  Poor  Law.     London, 

1854. 

47.  P.,  E.  C.     Suggestions  as  to  the  Proper  Guardianship  of  Girls 

taken  from  Industrial  Schools.     Boston,  1879. 

48.  Peek,  F.     Social  Wreckage.     London,  1883. 

49.  Pellew,  H.  E.     Tenement-house  System  in  New  York.     Facts 

and  Statistics  prepared  by  a  Committee.     N.Y.,  1879. 

50.  Pitman,  Emma  R.     Elizabeth  Fry.     Famous  Women  Series. 

Boston,  1884. 

51.  Poor-Law  in  Foreign  Countries.    Report  of  Local  Government 

Board.     London,  1875. 

52.  Senior,  Mrs.  N      Report  on  Workhouse  Girls,  in  Report  of 

Local  Government  Board,  1873-74.     London. 

53.  Shaftesbury,  Earl.     pp.  338-361.     In  London  Quarterly  Re- 
view.    London,  1886. 

A  brief  and  convenient  account  of  his  educational  and  other  work. 

54.  Schurz,  C.     The  Education  of  Orphan  Children.     N.Y.,  1883. 

55.  Siegfried.     La  Misere.     Paris,  1877. 

56.  Sieveking.     The  Principles  of  Charitable  Work  as  set  forth 
in  her  Writings      London,  1863. 

57.  Smedley,  Menella  B.     Boarding-Out  and  Pauper  Schools. 
Especially  for  Girls      pp.253      London,  1875. 

Chiefly  reprinted  from  the  Reports  in  Blue-Book,  1873-74. 

58.  Stephen,   Caroline  E.     The  Service  of  the  Poor  (Nursing, 

Sisterhoods,  etc.).     London  and  New  York,  1871. 

59.  Summer,  W.  G.    What  the  Social  Classes  owe  to  Each  Other. 
New  York,  1883. 


EDUCATIONAL   WORK  AMONG   THE  POOR.         273 

60.  Symington,  A.  J. ;  Chalmers,  T.     The  Man,  his  Times  and 
his  Work.     A  Biographical  Sketch. 

61.  Taylor,  S.     Profit  Sharing.     London,  1885. 

62.  Trevelyan,  C.     Systematic  Visitation  of  the  Poor  in  their 

Own  Homes,  an  Indispensable  Basis  of  an  Effective  System 
of  Charity.     London,  1870. 

63.  Treatment  of  the  Poor.    Report  of  Commission.   Boston,  1878. 

64.  "Walker,  F.  A.     The  Wages  Question.    A  Treatise  on  Wages 

and  the  Wages  Class.     N.Y.,  1876. 

See  also  Proceedings  of  the  National  Conferences  of  Charities  and 
Correction.  1874  to  date. 

See  also  State  Charities  Aid  Association  of  New  York.  Annual 
Reports. 

Massachusetts  State  Board  of  Health,  Lunacy,  and  Charity.  Annual 
Reports. 

Publications  of  the  Associated  Charities  of  Boston. 

Reports  of  London  Charity  Organization  Society,  and  of  its  District 
Committees. 

The  Monthly  Register,  published  by  the  Philadelphia  Society  for 
organizing  Charitable  Relief  and  repressing  Mendicancy. 

Lend-a-Hand.     A  monthly  magazine.    3  Hamilton  Place,  Boston. 

Charity  Organization  Review,  published  monthly  by  the  Charity 
Organization  Society,  London. 

First  Report  of  the  Royal  Commission  for  inquiring  into  the  Hous- 
ing of  the  Working  Classes.  (England  and  Wales.)  London,  1885. 


274  PEDAGOGICAL   LITERATURE. 

LX. 

EDUCATIONAL  PERIODICALS. 

a.   IN  ENGLISH. 

1.  Academy,  The. 

A  monthly  journal  of  secondary  education,  under  the  auspices  of 
the  associated  academic  principles  of 'the  State  of  New  York.  Pub- 
lished by  G.  A.  Bacon,  Syracuse.  Begun  in  1886. 

2.  American    Journal    of    Education.      II.    Barnard.      38  vols. 

Hartford,  1855-72. 

Probably  the  most  valuable  educational  periodical  ever  published 
in  any  language,  now  constituting  a  vast  encyclopaedia  of  informa- 
tion on  many  if  not  most  topics  connected  with  education,  but  grouped 
and  indexed  in  a  very  confusing  way. 

3.  Education.     An  International  Magazine,  Bi-monthly.     W.  A. 

Mowry,  Boston. 

Founded  1880. 

4.  The  Journal  of  Education.     A  Monthly  Record  and   Review. 

London,  1886.     No.  199,  February. 

See  also  the  English  University  Reporters,  published  during  term  time. 
Several  hundred  colleges  and  high  schools  publish  papers,  and  about  three 
hundred  educational  journals  are  now  published  in  this  country  alone,  and 
at  least  half  that  number  in  Germany. 

5.   IN  GERMAN. 

1.  Allgemeine   deutsche   Lehrerzeitung.     38  Jahrg.     1886.     Zu- 

gleich  Organ  tier  Allg.  deuts.  Lehrerversammlungen  und  des 
deutschen  Lehrerpensionsverbandes. 

2.  Jessen,  A.  C.     Freie  padagogische  Blatter.    Wochl.    20  Jahrg. 

Wien,  1886. 


EDUCATIONAL   PERIODICALS.  275 

3.  Zeitung  fur  das  hohere  Unterrichtswesen.     Deutschlands.     14 

Jahrg.     Wochtl.     Leipzig,  1885. 

4.  Neue   deutsche   Schulzeitung.     Begriindet,    1871.     Organ   des 

"  Vereins  Staatsschule."     Berlin,  1885. 

Weekly;  begun  in  1871. 

5.  Deutsche  Schulzeitung,  Central-Organ  fiir  ganz  Deutschland. 

15  Jahrg.     II.  Schillmann.     Berlin,  1885. 

Weekly. 

6.  Padagogische  Zeitung  heraus  von  Berliner  Lehervenein.     H. 

Schroder.     14  Jahrg.     Berlin,  1885. 

A  weekly  paper;  14th  vol. 

7.  Jahrbuch   des  Vereins  fiir  wissenschaftliche  Padagogik.     Zil- 

ler,  T.     14  Bd.     Langensala.     Leipzig,  1869-82. 

Formerly  the  most  scientific  of  all  pedagogic  serials,  consisting 
of  the  best  essays  of  the  editor's  pedagogical  seminary  down  to  his 
death. 

8.  Frick,  O.,  und  Richter,  G.     Lehrproben  und  Lehrgange  aus 

der  Praxis  der  Gymnasium  und  Kealschulen.     pp.  120.     Halle 
a.  S. 

Begun  in  1885.    Good. 

9.  Mnemosyne.     Organ   fiir   Gedachtniskunst.      Leipzig.     C.  T. 

Mauersberger. 

Published  at  irregular  intervals  since  1883. 

/ 

10.  Die  Erziehung   der  Gegenwart.     Begriindet  von  Mareuholtz- 

Biilow.     Kassel,  1885. 

Frcebelian  organ  of  a  female  educational  society. 

11.  Piidagogische  Blatter  fiir  Lehrerbildung  und  Lehrerbildungs- 
anstalten  von  Kehr.     Gotha,  1885. 

Fourteenth  volume. 


276  PEDAGOGICAL  LITERATURE. 

12.  Padagogische  Rundschau  auf  dein  Gebiete  des  Unterrichts- 

wesens  aller  Lander.     Kornep,  F.     Hildburghausen,  1885. 

An  international  organ  for  the  practical  and  scientific  education 
of  teachers.  Monthly.  5th  vol. 

13.  Fadagogisches  Correspondenzblatt  im   Auftrage  des  Ziller- 

schen   Seminar  zu   Leipzig.     Berger,  M.,  und   Hoffmann,  S. 
No.  11.     Januar,  1882. 

Bi-monthly,  12  page  sheets,  begun  in  1882. 

14.  Strumpell,  L.     Padagogische  Abhandlungen.     Leipzig.     New 
Series  began  1878. 

New  series,  begun  1879,  about  100  pages  each  number,  and  numbers 
published  at  the  rate  of  one  or  more  per  year.  Each  contains  a  few 
essays  by  students  in  the  editor's  pedagogical  practicum  at  Leipzig. 
An  earlier  series  contained  but  few  numbers. 

15.  Padagogisches  Archiv.  Centralorgan  fur  Erziehung  und  Un- 
terricht  in    Gymnasien,    Realschulen    und    hoheren   Biirger- 
schulen.     Stettin.     Since  1858. 

16.  Paedagogium.     Monatsschrift  fiir  Erziehung  und  Unterricht. 
F.  Dittes.     7th  ed.     Vol.  IX.     Jahrgang,  1886. 

One  of  the  best  for  longer  articles,  edited  by  the  former  director 
of  the  pedagogium,  or  normal  school,  of  Vienna.  It  contains  anthro- 
pological, historical,  and  statistical  matter,  accounts  of  institutions 
and  teacher's  meetings,  literature,  etc. 

17.  Centralblatt    fiir    die   gesammte   Unterrichts-Verwaltung   in 
Preussen.     Berlin,  1885. 

Monthly. 

18.  Rheinische  Blatter  fiir  Erziehung  und   Unterricht.     Frank- 
furt a.  M. 

Founded  by  A.  Diesterweg  in  1827,  published  bi-monthly,  and  now 
edited  by  Dr.  Wichard  Lange,  and  making  five  or  six  hundred  pages 
per  year.  It  contains  original  articles  on  educational  questions  of  all 
kinds  and  grades,  and  each  number  contains  a  few  careful  impartial 
book  criticisms. 


EDUCATIONAL  PERIODICALS.  277 

c.   IN  FRENCH. 

1.  Ligue  frai^aise  de  1'enseignement  pour  la  propaganda  de  Fin- 

struction  dans  les  departement.     Bulletin  paraissant  toua  les 
deux  mois,  1881.     Paris. 

2.  Revue  Internationale  de  1'enseignement,  publiee  par  la  Socie'te' 

de  I'Enseignement  superieur.     Dreyfus-Brisac,  M.  E.     Paris, 

1881. 

Published  the  15th  of  each  month.  Now  in  its  6th  vol.  (1886). 
The  most  valuable  of  French  educational  periodicals,  each  number 
containing  circa  75  pages,  and  devoted  mainly,  but  by  no  means  ex- 
clusively, to  higher  and  university  education. 

3.  Revue  pedagogique.     Publication  mensuelle.     Paris,  1885. 

4.  Moniteur  du  jeune  age.     Petite  revue  mensuelle.     6*  An.   Paris, 

1885. 

5.  Bulletin  de  la  Societe  pour  Finstruction  elementaire,  fondee  en 

1815.     Journal  d'education  populaire.     70th  vol.     Paris,  1885. 

6.  Manuel  general  de  Finstruction  primaire.  Journ.  hebdomadaire. 

An.  Tome  XXI.     5e  serie.     Paris,  1885. 

7.  L'instruction  publique.     Revue  des  sciences  et  arts.     14"  An. 

Red.     A.  Blot.     Paris,  1885. 

8.  Manuel   ge*ne*ral   de  Finstruction    primaire.     Journal    hebdo- 

madaire  des  iustituteurs  et  des  institutrices.     Tome  XXII. 
Paris,  1886. 


INDEX. 


INDEX   TO   AUTHORS. 


[The  figures  refer  to  pages.] 


A. 

Abbott,  73. 

Abbott,  E.,  9. 

Abbott,  E.  A.,  124,  170,  177. 

Abbott,  J.,  72,  177,  178,  265. 

Achers,  B.,  St.  John,  259. 

Ackermunn,  E.,  183. 

Ackerinann,  R.,  42. 

Ackland,  A.  H.  L.,  and  Jones,  B., 

268. 

Adams,  40,  53. 

Adams,  C.  F.,  116,  170,  204,  238. 
Adams,  C.  K.,  140,  144. 
Adams,  F.,  11,  50. 
Adams,  H.,  35. 
Adams,  Herbert  B.,  140,  144,  146, 

148,  149. 

Adler,  Felix,  97,  124,  131,  183. 
Albert,  Prince,  45. 
Alcott,  B.,  32. 
Alcott,  W.  A.,  248. 
Alden,  J.,  124,  197. 
Alexander,  A.,  36. 
Alexander,  A.  D.,  38. 
Alexandria,  9. 
Alkuin,  21,  31. 
Allain,  61. 
Allen,  J.  H.,  35. 
Allen,  J.  W.,  32. 
Allen,  W.  F.,  141,  144. 
Allinson,  E.  P.,  145. 
Ambros,  123. 
Ambros,  J.,  100. 


Amer,  N.,  35. 

Ammermuller,  160. 

Amos,  A.,  170. 

Anagnos,  M.,  96,  254. 

Anderson,  J.  D.,  250. 

Anderson,  R.,  86. 

Andrews,  J.  W.,  36. 

Andrews,  William,  183. 

Angerstein,  E.,  216. 

Anstey,  H.,  173. 

Appleton,  Miss,  179. 

Arendt,  R.,  155. 

Arenz,  W.,  124. 

Arey,  H.  W.,  34. 

Aristotle,  9,  19. 

Arrnanni,  Vincent,  258. 

Armstroff,  W.,  251. 

Armstrong,  34. 

Arnaud,  29. 

Arndt,  E.  M.,  179. 

Arnold,  246. 

Arnold,  Dr.  Thomas,  21,  125,  141, 

259. 
Arnold,   M.,  54,   58,  61,  124,  125, 

225,  238. 

Arnott,  Neil,  179. 
Arnstadt,  F.  A.,  28. 
Ascham,  Roger,   11,   12,   21,   193, 

239. 

Ashback,  J.  R.  von,  48. 
Asher,  150. 
Assman,  W.,  141. 
Auchmuty,  R,  T.,  251. 


282 


INDEX. 


Auerbach,  62. 
Austin,  J.  T.,  35. 
Autenrieth,  G.,  69. 
A  very,  39. 
Ayrton,  167. 

B. 

Babeau,  A.,  17. 

Bacon,  15,  82,  239. 

Bacon,  A.  M.,  118. 

Bacon,  G.  A.,  274. 

Bach,  T.,  216. 

Bache,  A.  D.,  64. 

Backhaus,  J.  C.  N.,  230. 

Baer,  A.,  212. 

Baerenbach,  F.  v.,  185. 

Bagg,  L.  H.,  40. 

Bagge,  S.,  120. 

Baginsky,  A.,  212. 

Bailey,  83. 

Bailey,  N.,  23. 

Bain,  83,  84. 

Bain,  A.,  67,  72,  80,  81. 

Baines,  E.,  and  Curzon,  162. 

Baird,  William  R.,  50,  173. 

Baker,  260. 

Baker,  T.,  42. 

Baldwin,  C.,  191. 

Baldwin,  E.  W.,  40. 

Baldwin,  J.,  197,  236. 

Ball,  219. 

Ball,  Sir  Charles,  119. 

Ballauf,  L.,  77. 

Ballien,  T.,  12. 

Band,  I,  222. 

Barbier,  C.,  254. 

Bard,  A.,  234. 

Bardeen,  C.  W.,  227. 

Barnard,  C.,  268. 

Barnard,  H.,  28,  54,  58,  61,  64,  72, 

93,  106,  153,  162,  169,  173,  227, 

238,  239,  248,  262,  274. 
Barnard's  Journal,  11,  15,  16,  23, 


28,  50,  54,  61,  64,  66,  67,  186, 

201,  241,  263,  274. 
Barnes,  A.  S.,  131. 
Barnstein,  A.  P.  v.,  173. 
Barrow,  J.,  225. 
Barrows,  \V.,  183. 
Bartels,  F.,  136. 
Earth,  E.,  93. 
Barthold,  C.,  265. 
Bartolomai,  85. 
Bartholomew,  131. 
Bartley,  G.  E.  T.,  162. 
Basedow,  12,  21. 
Bashford,  J.  L.,  58. 
Basel,  61. 

Baudouin,  J.  M.,  58. 
Bauer,  Max,  162. 
Baumert,  L.,  120. 
Baumgart,  Dr.  Max,  210,  224. 
Bautain,  62. 
Bazin,  7. 
Beal,  W.  J.,  157. 
Beard,  Frank,  130. 
Beausere,  204. 
Beaussain,  62. 
Beaussire,  62,  199. 
Beccaria,  263. 
Beck,  Charles,  26. 
Becker,  B.  H.,  153. 
Becker,  W.  A.,  8. 
Beckman,  45. 
Beer  und  Hochegger,  58. 
Beer,  Peter,  6. 
Be'esau,  M.  1'Abbe,  72. 
Behnke,  E.,  118. 
Behrends,  A.  J.  F.,  125. 
Bekker,  199. 
Belfield,  H.  H.,  167. 
Belhomme,  265. 
Belisar,  258. 
Beljame,  G.,  150. 
Bell,  12. 

Bell,  A.,  21,  177. 
Bell,  Alexander  Melville,  119,  259. 


INDEX. 


283 


Bell,  C.  H.,  34. 

Bell,  Sir  Charles,  119. 

Bell,  I.  L.,  162. 

Bell  and  Sons,  20,  21. 

Ik-ncke,  F.  W.,  174. 

Beneke,  F.  E.,  22,  67,  78. 

Benn,  A.  W.,  81. 

Benn,  H.  W.,  80. 

Benoist,  64. 

Berder  T.,  22. 

Berendsohn,  253. 

Berger,  B.,  150. 

Berger,  J.,  22. 

Berger,  M.,  und  Hoffmann,  S.,  276. 

Bergoigne,  A.,  170. 

Berkeley,  Bishop,  53,  82. 

Bernard,  M.  P.,  17. 

Bernard,  Montigue,  42. 

Bernheim,  207. 

Bernheim,  H.,  207. 

Bersot,  62. 

Bert,  P.,  62,  153. 

Berthelot,  210. 

Berthelt,  104. 

Bertholet,  67. 

Bertram,  H.,  58. 

Beyer,  H.,  30. 

Biber,  28. 

Biedermann,  Freiderich  Karl,  141. 

Bierbaum,  J.,  150. 

Biot,  E.,  7. 

Birbeck,  Geo.,  164. 

Birch,  T.,  225. 

Bird,  Charles,  58. 

Birmann,  M.,  65. 

Birrell,  Augustine,  141,  142. 

Blackie,  265. 

Blackie,  John  Stuart,  72,  179,  199. 

Blacklock,  255. 

Blackstone,  228. 

Blaikie,  212,  219. 

Blair,  S-,  38. 

Blake,  Sarah  J.,  41. 

Blakiston,  J.  A.,  236. 


Blanchet,  204. 

Blanchet,  A.,  254. 

Blenkinsop,  W.  H.,  207. 

BLuler,  E.,  and  Lehman,  K.,  250. 

Blicdner,  A.,  192. 

Block,  62. 

Block,  M.,  234,  236. 

Blondel,  G.,  209. 

Blook,  M.,  236. 

Blot,  A.,  277. 

Blow,  Miss,  97. 

Blume,  E.,  142. 

Bluntschli,  J.  C.,  231. 

Bluntschli,  Johann  Rasper,  199. 

Bock,  E.,  67. 

Bode,  27. 

Boden,  28. 

Bodenstadt,  52. 

Boese,  T.,  53. 

Bohm,  J.,  3,  110,  183. 

Bohme,  A.,  100,  110. 

BShme,  E.,  177. 

Bohme,  I.,  98. 

Bolingbroke,  91. 

Bolza,  Frdr.,  253. 

Bonar,  J.,  268. 

Bondi,  E.,  125. 

Boodstein,  O.,  192. 

Bopp,  Carl,  11. 

Bormann,  A.,  67. 

Bormann,  K.,  104,  125. 

Borner,  22. 

Bosanquet,  C.  B.  P.,  268. 

Bouillier,  62. 

Bourgeois,  E.,  170. 

Boutmy,  E.,  149. 

Boutrowx,  E.,  204. 

Bowditch,  H.  P.,  85. 

Bowen,  E.  E.,  73. 

Bowen,  F.,  80,  81. 

Boyce,  S.  S.,  179. 

Boyd.  A.  K.  H.,  239. 

Boynton,  E.  C.,  40. 

Brace,  C.  L.,  262. 


284 


INDEX. 


Brackett,  Anna  C.,  70,  185. 

Bradenburg,  Mark,  143. 

Brady,  C.,  265. 

Braeutigam,  H.,  110. 

Braille,  Louis,  255. 

Braitmaier,  H.,  127. 

Brandt,  M.  G.  W.,  120. 

Branle,  65. 

Brastow,  Lewis  O.,  183. 

Braiinloch  und  Leonhardt,  219. 

Braunschweig,  5. 

Bray,  C.,  179. 

Breal,  M.,  59,  62,  150. 

Brearley,  S.,  204. 

Breek,  A.  F.,  37. 

Breiden,  J.,  106. 

Brendel,  123. 

Brendicke,  220. 

Brendicke,  H.,  216. 

Breslauer,  236. 

Bretschneider,  110. 

Brewster,  159. 

Breymann,  H.,  150,  170. 

Brice,  J.,  136. 

Bridgman,  Laura,  255, 256, 260, 261. 

Brigham,  A.,  212. 

Bristed,  176. 

Bristed,  C.  A.,  54. 

Brockett,  S.  P.,  265. 

Broekway,  Z.  R.,  262. 

Brook,  Ten,  41. 

Brooks,  Charles,  197. 

Brooks,  E.,  197. 

Brooks,  Phillips,  32. 

Brooks,  W.  K.,  185. 

Brougham,  Lord,  56. 

Brown,  R.,  44. 

Browne,  J.  Crichton,  213. 

Browning,  O.,  3. 

Bruckback,  G.,  3. 

Briicke,  E.,  260. 

Bruger,  260. 

Brunetiere,  F.,  150. 

Bruns,  K.  E.,  209. 


Bryant,  Mrs.  S.,  85. 

Bryant,  William  Cullen,  120,  239. 

Buchanan,  J.  R.,  179. 

Biicher,  B.,  163. 

Bucher.  K.,  163. 

Buchner,  W.,  185. 

Buck,  219. 

Buckland,  A.,  93. 

Buckley,  J.  M.,  239. 

Budingsley,  A.,  49. 

Bufnoir,  149. 

Buisson,  248. 

Buisson,  B.,  190. 

Buisson,  F.,  50. 

Buisson,  T.,  50. 

Bullard,  Asa,  125. 

Bulow,  88. 

Bulow,  Madame,  93,  94. 

Bumiiller  und  Schusler,  115. 

Burgess,  E.  S.,  157. 

Burgess,  John  W.,  144. 

Burke,  F.,  227. 

Burney,  123. 

Bursage,  H.  S.,  33. 

Bursians,  170. 

Burton,  W.,  192. 

Buschmann,  C.,  125. 

Bush,  C.  E.,  136. 

Butler,  82,  193. 

Butler,  Josephine  E.,  185. 

Butt,  I.,  65. 

Biittner,  A.,  100,  110,  115. 

C. 

Cabell,  J.  C.,  39. 
Calhoun,  A.  W.,  212. 
Calkins,  N.  A.,  106. 
Cameron,  H.  C.,  38. 
Cameron,  Jane,  262. 
Campbell,  Helen,  268. 
Campe,  J.  F.  C.,  142. 
Campe,  J.  H.,  22,  30. 
Candler,  W.  A.,  125. 
Candolle,  82. 


INDEX. 


285 


Capes,  W.  W,,  8. 

Capponi,  G.,  239. 

Carlyle,  246. 

Carlyle,  Thomas,  142. 

Carpenter,  J.  Estlin,  268. 

Carpenter,  Mary,  262,  263,  268. 

Carpenter,  W.  B.,  80,  81. 

Carstens,  H.  W.,  69. 

Carter,  Charles  M.,  136,  163. 

Carter,  F.,  130. 

Carter,  Susan  N.,  131. 

Carteret,  Bisson  de  F.  S.,  64. 

Carton,  C.,  200. 

Caspari,  F.,  79. 

Ceste,  Pierre,  27. 

Chadwick,  E.,  236. 

Chalmers,  T.,  224,  268,  273. 

Chaloner,  G.,  156. 

Champfleury,  86. 

Charming,  Eva,  27. 

Chapin,  A.  L.,  40. 

Charicles,  8. 

Charles,  234. 

Charles  the  First,  43. 

Charles  the  Great,  12. 

Charles,  M.,  110. 

Chase,  E.  B.,  183. 

Cheen,  G.,  136. 

Che'reul,  A.,  62. 

Chesneau,  135. 

Chesneau,  E.,  260. 

Cholevius,  L.,  116. 

Christ,  6. 

Christie,  Oliver  M.,  89. 

Christus,  4. 

Chun,  G.,  136. 

Cicero,  19,  83. 

Cilleuls,  149. 

Clap,  T.,  30. 

Clark,  H.,  52. 

Clark,  H.  A.,  41. 

Clark,  J.  S.,  168. 

Clark,  T.  M.,  248. 

Clarke,  E.  H.,  72,  185,  220. 


Clarke,  F.  W.,  155. 
Clarke,  J.  F.,  125. 
Clarke,  John,  192. 
Clarke,  John  S.,  131. 
Clarke,  Joseph  Thatcher,  144. 
Cleveland  and  Packard,  33. 
Clouston,  T.  S.,  186. 
Cobb,  see  Lyttleton,  222. 
Cobb,  F.  P.,  125. 
Cobbe,  Francis  Power,  239. 
Cochin,  A.,  27. 
Coggswell,  J.  G.,  38. 
Cohen,  J.  Solis,  M.D.,  118. 
Cohn,  H.,  259. 
Colburn,  Z.,  111. 
Coldstream,  265. 
Coleridge,  129. 
Collar,  W.  C.,  144. 
Collard,  F.,  48. 
Collignen,  Max,  170. 
Collingwood,  21. 
Collins,  Jas.  K.,  132. 
Colozza,  G.  A.,  68. 
Combe,  G.,  22. 
Comenius,  12,  22,  30,  108. 
Comenius,  A.,  106. 
Comenius,  John  Amos,  22. 
Comfort,  G.  F.,  150. 
Compayre',  G.,  3,  18,  19. 
Comstock,  J.  M.,  260. 
Comte,  130. 
Condorcet,  190. 
Congreve,  R.,  240. 
Conington,  240. 
Conrad,  209. 
Conrad,  J.,  59. 
Conradi,  J.,  185. 
Conz,  G.,  132. 
Cooper,  C.  H.,  42. 
Copeland,  Patrick,  53. 
Cornelia,  190. 
Corning,  J.  L.,  212. 
Cornificius,  19. 
Cotton,  27. 


286 


INDEX. 


Cotz,  K.,  231. 

Cournot,  62. 

Cousin,  82. 

Cousin,  V.,  69,  163. 

Crafts,  W.  F.,  130. 

Craik,  H.,  227. 

Craig,  A.  R.,  77. 

Cramer,  F.,  8,  12. 

"  Craven,"  216. 

Creasy,  E.  S.,  43. 

Cremer,  W.,  185. 

Crevier,  48. 

Crew,  Benjamin  J.,  94. 

Crocker,  136. 

Crofton,  Rt.  Hon.  Sir  Walter,  263. 

Croiset,  A.,  199. 

Crosby,  K,  34. 

Crusoe,  Robinson,  103. 

Cullum,  40. 

Cunningham,  F.  H.,  34. 

Cuppers,  W.  H.,  260. 

Currie,  100. 

Currie,  J.,  94,  192. 

Curry,  J.  L.  M.,  227. 

Curtzon,  G.  M.,  58. 

Curwin,  John,  120. 

Curzon   and   Baines,   see   Baines, 

E.,  162. 

Cuyper,  C.  de,  163. 
Cyrus,  21. 

Czermak,  J.  N.,  157. 
Czerny,  J.,  und  Grabolle,  G.,  192. 
Czerny,  Joseph,  192. 

D. 

Dabb,  A.  N.,  249. 
Ddezalsk,  A.,  254. 
Dalgarno,  82. 
Dalgarns,  G.,  260 
Dall,  Caroline  C.,  186. 
Dammann,  A.,  186. 
Dangschat,  Mich.,  236. 
Dante,  15. 
Darwin  und  Hufeland,  186. 


Darwin,  C.,  86,  92. 

Darwin,  E.,  186. 

Daunenberg,  220. 

Davies,  Charles,  111. 

Davis,  E.,  198. 

Day,  Samuel  Phillips,  263. 

D'Arvert,  F.,  206. 

De  Candolle,  A.,  225. 

Decrow,  W.  E.,  40. 

Degerando,  179,  192,  260. 

Degerando,  J.  M.,  22. 

De  Graff,  198. 

Deinhardt,  H.,  193. 

De  la  Calle,  85. 

Delalain,  Mm.,  62. 

Delaumosne,  M.  1'Abbe',  29,  118. 

Delbruck,  170. 

Delbriick,  151. 

Delbruck,  J.,  106. 

Delgarns,  G.,  260. 

Delitzsch,  O.,  136. 

Delsarte,  29,  97,  118. 

Demogeot,  J.,  54. 

De  Morgan,  159. 

Denifle,  H.,  12,  16. 

Denison,  Edward  M.P.,  271. 

Denslhoff,  J.,  265. 

Dentzel,  16. 

Denzel,  106. 

Denzel,  B.  G.,  68. 

D'Ocagne,  Mortimer,  63. 

D'Olivet,  see  Pellisson,  225. 

De  Pressense,  Mme.,  174. 

Derembourg,  7. 

Descartes,  80,  81,  82. 

Deseilligny,  A.  P.,  163. 

Detourlet,  63. 

De  Vere,  39. 

Dexter,  F.  B.,  41. 

Dibelius,  F.,  126. 

Dick,  Thomas,  179. 

Dickins,  C.,  22,  254. 

Dickinson,  Jonathan,  38. 

Dickmann,  C.,  126. 


INDEX. 


287 


Diderot,  258. 

Diderot,  ]).,  254. 

Diekmann,  C.,  126. 

Dierche,  C.,  136. 

Diesterweg,  16,  68,  77,  146,  195. 

Diesterweg,  A.,  276. 

Die.-tenveg,  F.  A.  W.,  23,  67,  76, 

115,  240. 

Diesterweg,  G.,  142. 
Dietlain,  H.  R.,  109. 
Dietlein,  R.,  106. 
Dilla\vay,  C.  K.,  39. 
Dilthey,  29. 
Diman,  207. 

Diman,  J.  L.,  126,  199,  240. 
Dinter,  16. 
Dinter,  G.  F.,  23. 
Dittes,  F.,  3,  48,  68,  77,  276. 
Dittmar,  H.,  79. 
Divoll,  Ira,  242. 
Dubeln,  78. 
Dobschell,  J.  G.,  183. 
Dolim,  183. 
Dolch,  O.,  174. 
Dollinger,  J.  J.  J.,  11. 
Domraer,  123. 
Domschke,  C.,  132. 
Donai,  A.,  94. 
Donaldson,  J.,  11,  61,236. 
Donat,  220. 
Doolittle,  Justus,  240. 
Dor,  V.  E.,  65. 
Dora,  Sister,  269. 
Doring,  E.,  253. 
Dorpfeld,  F.  W.,  98. 
Doty,  D.,  50. 
Douai,  A.,  94. 
Doyle,  269. 
Drane,  A.  T.,  11. 
Drath,  T.,  120. 
Dreesen,  G.,  132. 
Droysen,  J.  G-,  142. 
Dreyfus-Brisac,  E.,  45,  61,  64,  171, 

236,  277. 


Droysen,  J.  G.,  142. 

Dubarle,  E.,  49. 

Dubois,  N.  A.,  63. 

Du  Bois-Reymond,  159,  220. 

Du  Bois-Reymond,  E.,  240. 

DuBoulay,  49. 

Duessing,  107. 

Duessing,  G.,  106. 

Dufau,  255. 

Dufau,  P.  A.,  254. 

Duff,  Grant,  240. 

Dugdale,  R.  I,.,  263. 

Dugoudray,  G.,  see  Le  Roy,  211. 

Dugoudray,  G.,  see  Le  Roy,  A.,  211. 

Dulon,  K.,  253. 

Dumas,  L.,  207. 

Dumernil,  61. 

Dumesuil,  193. 

Dumont,  64. 

Dumont,  E.,  186. 

Duncan,  E.  M.,  265. 

Duncan,  P.  M. ;  Millard  W.,  265. 

Dundalker,  173. 

Dunton,  L.,  100. 

Dupanloup,  86,  186. 

Dupuy,  P.,  193. 

Durant,  Ghislhni,  118. 

Durfee,  C.,  40. 

During,  A.,  18. 

Diirring,  E.,  156. 

Duroy,  V.,  63. 

Duruy,  M.,  234. 

Duschak,  M.,  6. 

Dwight,  206. 

Dwight,  J.,  199. 

Dwight,  M.  A.,  250. 

Dwight,  Theo.,  Jr.,  177. 

Dyer,  G.,  41. 

E. 

Eaton,  J.,  65,  228. 
Ebbinghaus,  H.,  80,  81. 
Eberhardt,  K.,  142, 143. 
Ebeling,  Ch.,  72. 


288 


INDEX. 


Eckhardt,  T.,  94. 

Eckler,  G.,  see  Eular,  C.,  217,  223. 

Edersheim,  A.,  6. 

Edgeworth,  Maria,  23,  163. 

Edgewortli,  K.  L.,  23. 

Edwards,  E.,  225. 

Edwards,  W.  W.,  269. 

Egger,  E.,  171. 

Egger,  M.,  86. 

Eggleston,  G.  C.,  191. 

Ehmann,  E.,  23. 

Eiseler,  F.,  183. 

Eiselen,  218. 

Eiselen,  E.,  218. 

Eisenlohr,  29. 

Ekkehard,  46. 

Elberfeld,  8. 

Eldridge,  153. 

Eliot,  Charles  William  (Pres.),  204, 

205,  240. 
Eliot,  S.  A.,  35. 
Elizabeth,  11. 

Elliot,  A.  M.,  151,  152,  153. 
Elliot,  Walter,  183. 
Ellis,  A.  J.,  119. 
Ellis,  G.  E.,  35. 
Ellis,  Mrs.,  179,  180. 
Ellis  and  White,  21. 
Ely,  Richard  T.,  143. 
Emerson,  142. 

Emerson,  Ralph  Waldo,  199,  240. 
Emerton,  Ephraim,  143. 
Emil,  28,  30. 
Emminghaus,  A.,  269. 
Engelhorn,  E.,  267. 
Engelien,  A.,  100,  115. 
Entlicher,  F.,  254. 
Erasmus,  23. 
Erasmus,  Desiderius,  23. 
Erchricht,  266. 
Erdmann,  O.  L.,  155. 
Erismann,  212. 
Erkelenz,  186. 
Erler,  W.,  59. 


Espinas,  A.,  205. 

Esquirol  et  Seguin,  266. 

Essen,  30. 

Estoublon,  R.,  209. 

Esk,  220. 

Etruskern,  9. 

Euler,  C.,  and  Eckler,  G.,  217,  223. 

Euler,  C.,  and  Kluge,  H.O.,  217,220. 

Euler,  K.,  216. 

Evans,  C.  H.,  51. 

Eve,  73. 

Eve,  H.  W.,  210. 

Eveleth,  S.  F.,  249. 

Everett,  176. 

Everett,  W.,  54. 

Ewald,  7. 

F. 

Fairchild,  J.  H.,  37. 
Falk,  F.,  212. 
Faraday,  153,  159. 
Farraday,  247. 
Farlow,  W.  G.,  158. 
Farmer,  J.,  32,  35. 
Farrand,  E.  M.,  37. 
Farrar,  126. 
Farrar,  F.  W.,  73,  241. 
Farrar,  J.  A.,  263. 
Farrar,  J.  M.  D.,  118. 
Farrer,  F.  W.,  72. 
Faust,  86. 
Fawcet,  H.,  269. 
Fay,  E.,  32. 
Fay,  E.  A.,  260. 
Fearon,  D.  R.,  236. 
Fechner,  83. 
Fechner,  H.,  101,  171. 
Feigier,  F.,  180. 
Felbiger,  16. 
Fellenberg,  73. 
Fellner,  A.,  94. 
Felkl,  J.,  136. 
Fenelon,  23,  186. 
Fenton,  7. 


INDEX. 


289 


Ferbers,  J.  H.,  und  Neinhaus,  H., 

109. 

Ferbers,  K.,  190. 
Fernuil,  63,  64. 
Ferri,  L.,  80. 
1'Yrry,  M.,  02. 
Fetis,  123. 
Fetzer,  217. 

Feuchtersleben,  E.  F.   v.,  212. 
Fialkowski,  N.,  Ill,  132. 
Fichte,  3,  17,  82,  200,  202. 
Fichte,  I.  G.,  23. 
Fichte,  J.  E.,  77. 
Fichte,  J.  H.,  78. 
Fields,  Mrs.  J.  T.,  269. 
Fischer,  E.,  115. 
Fischer,  K.,  213. 
Fisher,  John  Alonzo,  144. 
Fisher,  K.,  116. 
Fitch,  57. 
Fitch,  J.  C.,  249. 
Fitch,  J.  G.,  68,  224. 
Flattisch,  23. 
Flattisch,  I.  F.,  23. 
Fletcher,  Matilda,  177. 
Fleury,  190. 
Flinger,  F.,  132. 
Foelsing,  94. 
Fogowitz,  J.,  210. 
Forbes,  E.,  43. 
Forster,  101. 
Forsyth,  209. 
Foss,  209. 
Foss,  Rudolph,  143. 
Foster,  W.  E.,  116. 
Foster,  William  E.,  144. 
Fothergill,  213. 
Fothergill,  J.  M.,  213.  ' 
Fowle,  T.  W.,  269. 
Fowler,  Frank,  132. 
Fowler,  T.,  26. 
Francis,  G.  W.,  155. 
Francke,  23,  30. 
Francke,  A.  II.,  23,  30. 


Frank,  O.,  120. 

Frankland,  Ed.,  156. 

Franz,  Gay-Lussac,  156. 

Eraser,  224. 

Eraser,  Rev.  William,  196. 

Frazer,  53. 

Fredericq,  P.,  55. 

Fre'dericq,  Professor,  149. 

Freeman,  E.  A.,  140,  141,  143. 

Freese,  J.  R.,  249. 

Freihold,  86. 

Freund,  W.,  171. 

Freytag,  Gustav,  241. 

Frick,  O.,  and  Richter,  G.,  275. 

Fricke,  F.  W.,  68. 

Friedlaender,  L.,  10. 

Friedemann,  F.  T.,  30. 

Frisch,  F.,  73. 

Frobel,  F.,  17,  24,  88,  89,  94,  95, 

96,  97,  104,  108,  239,  246,  275. 
Frobisher,  J.  E.,  118. 
Frohlich,  G.,  98,  184,  193,  231,  251. 
Frolich,  G.,  77. 
Frolich,  G.,  184,  193. 
Frothingham,  O.  B.,  126. 
Froude,  245. 
Froude,  J.  A.,  241. 
Fry,  Elizabeth,  272. 
Fry,  Herbert,  65. 
Fuchs,  0.,  255. 
Fuhr,  J.  H.,  und  Ortmann,  J.  H., 

107. 

Fuld,  L.,  263. 
Fuller,  T.,  42. 
Furnival,  Fr.  J.,  55. 
Furnivall,  F.  J.,  11. 
Fiirst,  F.,  86. 

G. 

Gaertner,  R.,  223. 

Galey,  J.  F.,  36. 

Gall,  J.,  255. 

Galton,  82,  85. 

Galton,  F.,  80,  81,  225,  259. 


290 


INDEX. 


Gall,  James,  126. 
Galli,  S.,  46. 
Gallus,  8. 
Gannett,  E.  S.,  35. 
Gannett,  W.  C.,  126. 
Garrett,  P.  C.,  168. 
Gartner,  J.,  193. 
Gattermann,  H.,  126. 
Gaudet,  J.,  255. 
Gautier,  E.  T.  L.,  241. 
Gay-Lussac,  155. 
Gebhard,  151. 
Geffroy,  143. 
Geiger,  7. 
Geiger,  A.,  85. 
Geiger,  L.,  86,  87. 
Geike,  P.,  157,  159. 
Geisler,  A.,  259. 
Geistbeck,  M.,  136. 
Geistes,  217. 
Gelbe,  T.,  163. 
Gelmina,  Andr.,  87. 
Genauck,  C.,  163. 
Genlis,  Madame,  180.  v 
Genzmer,  A.,  87. 
Georgens,  174. 
Georgens,  J.  D.,  249. 
Gerando,  J.  Marie  de,  269. 
Gerard,  L.  J.  V.,  151. 
Gerding,  T.,  155,  156. 
Gerhardt,  C.  J.,  111. 
Gericke,  A.,  151. 
Gernesson,  M.  L.,  132. 
Gerson,  John,  31. 
Gervinus,  G.  E.,  143. 
Giebe,  231,  232. 
Giersing,  Fr.,  180. 
Giesing,  C.  J.,  111. 
Gill,  180. 
Gill,  J.,  11,  101. 
Gill,  John,  193. 
Gillies,  John,  LL.D.,  19. 
Gilman,  D.  C.  (Pres.),  241. 
Girard,  Pere,  24. 


Glaser,  201. 

Gleiss,  P.  0.,  180. 

Glover,  Miss,  120. 

Gneist,  126,  207,  231,  263. 

Gneist,  II.,  231. 

Goddard,  Geo.,  164. 

Goerth,  A.,  193. 

Goldammer,  II.,  95. 

Goldasti,  46. 

Goldwin,  Smith,  44. 

Goll,  H.,  8. 

Goltz,  B.,  87. 

Goltzsch,  E.  T.,  100. 

Goodwin,  W.  W.,  20,  171,  252. 

Gopfert,  E.,  111. 

Gordon,  J.  C.,  260. 

Goring,  H.,  21. 

Gotze,  87. 

Gotzinger,  117. 

Gouin,  F.,  151. 

Goulburn,  E.  M.,  174. 

Gould,  S.  B.,  61. 

Gow,  A.  M.,  180. 

Grabollc,  G.,  see  Czerny  und  Gra- 

bolle,  192. 
Gracchi,  147. 
Graetz,  7. 
Grafe,  H.,  13,  24. 
Graham,  S.,  213. 
Grant,  A.,  43. 
Grant,  Alexander,  Sir,  19. 
Grant,  Horace,  11,  107. 
Granville,  J.  M.,  87. 
Grasberger,  L.,  8,  9. 
Graser,  16. 

Graser,  J.  B.,  24,  100. 
Grattenauer,  W.,  231. 
Gray,  J.  H.,  7. 
Greard,  64,  164,  236. 
Greard,  M.,  63,  234. 
Grell,  T.,  121. 
Green,  A.,  38. 
Green,  S.  S.,  116. 
Greenwood,  87. 


INDEX. 


291 


Greenwood,  J.  G.,  164. 
Greenwood,  T.,  116. 
(iivgory,  J.  M.,  126. 
Greifswald,  46. 
Grell,  F.,  121. 

Grey,  M.  G.,  and  E.  Shirreff,  187. 
Grimm,  103. 
Grob,  65. 
Grober,  G.,  151. 
Grohmann,  E.,  111. 
Grohmann,  J.  C.  A.,  48,  87. 
Groombridge,  210. 
Groser,  W.  H.,  126. 
Grote,  21. 
Groth,  P.,  157. 
Grove,  123. 

Grube,  A.  W.,  73,  111,  174,  180. 
Griiger,  J.,  150. 
Grullich,  A.,  101. 
Grullich,  0.  A.,  143. 
Grim,  D.,  136. 
Grunon,  H.,  164. 
Guckeison,  A.,  153. 
Gude,  W.,  260. 
Guggenbiihl,  J.,  266. 
Guggenbiihl,  L.,  266. 
Guigot,  Mile.,  190. 
Guille,  255. 
Guild,  R.  A.,  33. 
Guizot,  F.  P.  G.,  63. 
Gunning,  II.,  42. 
Gunning,  S.  II.,  269. 
Gurtcen,  S.  H.,  269. 
Gustafson,  A.,  213. 
•  Giitersloh,  5,  17,69,  78. 
Guts  Muths,  J.,  180,  217. 
Guthrie,  Thomas,  269. 
Guttmann,  O.,  217. 

H. 

Haeckel,  E.,  159, 242, 
Hager,  J.,  7. 
Hageman,  J.  F.,  38. 
Hahn,  Ludwig,  63, 


Ilailmann,  W.  N.,  4,  95,  183. 
Hale,  Edward  Everett,  252. 
link's,  J.  W.,  73. 
Hall,  B.  II.,  174. 
Hall,  E.  H.,  127. 

Hall,  G.  Stanley,  27,  59,  77,  78,  87, 
116,  127,  143,  180,  213,  255,  260. 
Hall,  James  G.,  270. 
Hall,  S.  R.,  198. 
Ham,  Charles,  164. 
Hamerton,  Philip  Gilbert,  132,  242. 
Hamilton,  55,  82. 
Hamilton,  E.,  24,  187. 
Hamilton,  Gail,  74. 
Hamilton,  J.,  24. 
Hamilton,  Sir  William,  82. 
Hamilton,  W.  K.,  159. 
Hammond,  C.  W.,  51. 
Haneberg,  D.,  10. 
Hanks,  L.,  255. 
Harper,  0.  P.,  130. 
Harris,  Susan  E.,  182. 
Harris,  W.  T.,  60,  242. 
Harrison,  G.  L.,  244. 
Harrison,  J.  B.,  263. 
Hart,  176. 

Hart,  Dr.  A.  B.,  143. 
Hart,  J.  M.,  33,  59. 
Hart,  J.  S.,  127. 
Ilartman,  A.,  255. 
Hartmann,  80,  81. 
Hartmann,  E.  von,  244. 
Hartmann,  J.  N.,  98. 
Hartwell,  E.  M.,  158,  213,  217. 
Hase,  H.,  127. 
Hasemann,  P.,  213. 
Ilass,  79. 

Hasse,  Dr.  P.,  213. 
Haupt,  J.  L.,  174. 
Ilaiiy,  255. 
Haiiy,  Valentin,  255. 
Hausrath,  A.,  127. 
Hautz,  46. 
Hawkins,  L.  M.,  184. 


292 


INDEX. 


Ilazeltine,  58. 

Hebold,  E.,  255. 

Heeger,  220. 

Heft,  461. 

Hefte,  31. 

Hegarty,  Jas.  L.,  65. 

Hegel,  5,  24,  70,  82,  95- 

Heigebaur,  J.  F.,  69. 

Heilbron,  151. 

Heindl,  I.  B.,  4. 

Heine,  R.,  29. 

Heinicke,  S.,  24. 

Heinroth,  J.  C.  A.,  180. 

Helm,  J.,  121. 

Helmholtz,  61,  83,  159,  208,  244. 

Helmert,  125. 

Helps,  Arthur,  244. 

Hemrainger,  151. 

Henfrey,  158. 

Henne-Arn,  Rhym,  O.,  6. 

Hennes,  A.,  121. 

Hennell,  Sara,  187. 

Hennig,  G.  A.,  25. 

Henning,  G.,  250. 

Heppe,  27. 

Heppe,  H.,  13. 

Herbart,  3, 17,  25,  70,  71,  77,  78,  79, 

83,  103,  194. 

Herbart,  J.  F.,  25,  30,  31,  76. 
Herbart,  John  Friedrich,  25. 
Herbst,  F.  L.  W.,  145. 
Herder,  25,  77. 
Herder,  J.  S.,  206. 
Hergang,  K.  G.,  1. 
Hermann,  10,  28. 
Herodotus,  142. 
Herold,  J.,  4. 
Hertel,  88,  213. 
Herzog  und  Schiller,  K.,  88. 
Herzog,  D.  G.,  116. 
Hesse,  109. 
Hewes,  S.  E.,  249. 
Heym,  K.,  153. 
Heywood,  J.,  200. 


Hiecke,  R.  H.,  116. 

Hienzseh,  J.,  256. 

Higginson,  T.  W.,  35. 

Higginson,     Thomas    Wentworth, 

144,  244. 

Higinbotham,  Josephine  M.,  270. 
Hildebrand,  Karl,  244. 
Hill,  238,  261. 
Hill,  A.,  164. 
Hill,  Florence,  270. 
Hill,  M.,  261. 
Hill,  Octavia,  270. 
Hill,  T.,  205. 
Hillardt,  F.  K.,  109. 
Hime,  M.  C.,  180,  181. 
Hinton,  James,  270. 
Hinschius,  Paul,  209. 
Hippeau,  55,  65. 
Hippeau,  C.,  235. 
Hiren,  Bajoue,  219. 
Hirgel,  C.,  169. 
Hirt,  213. 
Hirth,  G.,  217. 
Hiscke,  R.  H.,  116. 
Hitchcock,  220. 
Hitchcock,  Edward,  32,  218. 
Hobbes,  82. 

Hochegger,  see  Beer,  58. 
Hodgkin,  Howard,  145. 
Hoffman,  F.,  82. 
Hoffmann,  47. 
Hoffmann,  F.  T.,  200. 
Hoffmann,  M.,  187. 
Hoffmann,  Professor,  204. 
Hoffmann,  S.,  see  Berger,  M.,  276. 
Hoffmann,  A.  G.,  171. 
Hohfeld,  95. 
Holbrook,  198. 
Holbrook,  Alfred,  184. 
Holbrook,  M.  L.,  213. 
Holden,  E.  S.,  88. 
Hollenberg,  61,  64,  205. 
Holmes,  Gordon,  118. 
Holmes,  0.  W.,  36,  82. 


INDEX. 


293 


Ilolzendorf,  209,  232. 

Home,  II.,  181. 

lloollmann,  U.  J.,  77. 

Hooper,  W.,  112. 

Hope,  A.  R.,  88. 

Hopf,  G.  W.,  115. 

Hopkins,  Elliee,  270,  271. 

Hopkins,  Johns,  87. 

Horace,  124. 

Hortensius,  209. 

Horwicz,  78. 

Hough,  249. 

Houghton,  L.,  73. 

Howard,  George  E.,  145. 

Howe,  S.  G.,  256,  266. 

Howitt,  61. 

Hoyt,  C.  S.,  271. 

Hoyt,  J.  W.,  200. 

Hubbard,  C.  B.,  95. 

Huber,  44. 

Huber,  V.  A.,  11. 

Hufeland,  see   Darwin   and   Hufe- 

land,  186. 
Hiiffer,  F.,  121. 
Hughes,  F.,  33. 
Hughes,  Thomas,  175,  244. 
Ilulbert,  H.  W.,  252. 
Hullah,  John,  118,  121. 
Hulley,  see  Eavenstein,  222. 
Hulme,  F.  Edward,  132. 
Humholdt,  Alexander  von,  137. 
Hume,  82. 
Hun,  H.,  208. 
Hunt,  Professor,  204. 
Hunt,  Lucy  B.,  218. 
Hunter,  J.  H.,  257. 
Hurlbut,  J.  L.,  127. 
Hutzelmann,  C.,  164. 
Hurst,  J.  F.,  59. 
Huxley,  T.  H.,  137,  154,  158,  159, 

164,  200,  208,  236,  244,  255. 
Hymans,  67. 


lanke,  A.,  187. 
Illing,  L.,  95. 
Imerer,  9. 
Imme,  T.,  78. 
Ingram,  J.,  44. 
Ireland,  W.  W.,  82. 
Isaac,  H.,  160. 
Isaiah,  124. 
Isocrates,  19. 
Israel,  7,  79,  124,  129. 
Israel,  A.,  194. 
Israel,  G.  A.,  98. 

J. 

Jacobi,  E.  A.,  188. 
Jacobi,  F.,  101,  145. 
Jacobi,  Mary  P.,  267. 
Jacobis,  12. 
Jacobs,  20. 
Jacotot,  25,  103,  246. 
Jacotot,  J.,  25,  101. 
Jager,  0.  H.,  8. 
Jaeger,  H.,  249. 
Jaeger,  O.  H.,  218. 
Jahn,  97,  217,  218. 
Jahn,  F.  L.,  26,  218. 
Jahn'schen,  169. 
Jakel,  104. 
James,  E.  H.,  170. 
James,  E.  J.,  205. 
James,  G.  P.  R.,  60. 
James  I.,  King,  77. 
Janicke,  E.,  112. 
Janowsky,  152. 
Jarvis,  E.,  168,  267. 
Jarvis,  Edward,  214. 
Jarvis,  J.,  24. 
Javal,  105,  214,  259. 
Jefferson,  39. 
Jeffries,  B.  J.,  214,  259. 
Jeltsch,  M.,  121. 
Jende,  P.,  164. 
Jenkins,  H.  M.,  164. 


294 


INDEX. 


Jenny,  220. 
Jessen,  A.  C.,  74,  274. 
Jessen,  I.  C.,  66. 
Jesu,  17,  253. 
Jesus,  120. 
Jevons,  W.  S.,  271. 
Jewell,  F.  S.,  184. 
Jilinek,  A.,  133. 
Jodl,  F.,  145. 
Johnson,  7,  1G4. 
Johnson,  J.,  88. 
Johnson,  J.  L.,  39. 
Johnson,  Oliver,  182. 
Johnson,  Professor,  204. 
Johnson,  Rossiter,  200. 
Johnson,  W.,  73. 
Johnston,  David,  63. 
Johnston,  William  P.,  200, 
Johonnot,  J.,  249. 
Johonnot,  James,  198. 
Jolly,  55,  63,  200. 
Jolty,  Ludwig,  60. 
-Jolly,  W.,  22,  55. 
Joly,  H.,  82. 
Jones,  Agnes  E.,  270. 
Jones,  B.,  225,  268. 
Jost,  7. 

Jost,  Ludwig,  181. 
Jourdain,  M.  C.,  64. 
Jowett,  B.  M.  A.,  19,  20. 
Joyce,  P.  W.,  194. 
Juillet,  234. 
Jukes,  263. 
Julian,  Camille,  145. 
Just,  K.,  194. 
Just,  K.  S.,  13. 
Jutting,  W.,  101. 
Jutting,  W.  U.,  74. 
Juvenal,  124. 

K. 

Kaemmel,  II.  J.,  12,  13. 
Kaiser,  E.,  74. 
Kampschilte,  45. 


Kant,  3,  17,  26,  80,  82. 

Kant,  I.,  30. 

Kaplan,  H.,  109. 

Kapp,  9,  20. 

Kappf,  S.  C.,  181. 

Karpeles,  7. 

Katich,  12. 

Kaye,  A.,  12. 

Kean,  J.,  237. 

Keber,  A.,  88. 

Keber,  Dr.  A.,  74. 

Keep,  J.  R.,  261. 

Keferstein,  145. 

Kehr,  112,  113,  121,  136,  275. 

Kehr,  C.,  13,  74,  100,  101,  102,  107, 

116,  164,  216. 
Kehr,  Dr.  Karl,  60. 
Keil,  C.  F.,  127. 
Keil,  R.  und  R.,  175. 
Kelley,  F.,  228. 
Kellner,  L.,  30,  69,  74,  101. 
Kellogg,  D.  0.,  271. 
Keltie,  J.  S.,  137. 
Kennedy,  H.  A.,  177. 
Kennedy,  John,  177,  184. 
Kenney,  C.  S.,  228. 
Kenny,  C.,  224. 

Kenny,  Courtney  Stanhope,  271. 
Kerlin,  J.  N.,  266. 
Kern,  F.,  266. 
Kern,  H.,  69. 
Kiddle,  H.,  2,  51. 

Kiddle,  H.,  and  Schen,  A.  Y.,  2, 229. 
Kieke,  61. 
Kiesewetter,  123. 
Kilian,  102. 
King,  Charles  F.,  139. 
King,  M.,  35. 
Kingsley,  C.,  214. 
Kingsley,  Charles,  9,  271. 
Kingsley,  J.  L.,  40. 
Kink,  R,,  47. 
Kirby,  E.  K,  118. 
Kirchner,  F.,  127. 


INDEX. 


295 


Kirchoff,  A.,  171. 

Kirkpatrick,  44. 

Kirsch,  232. 

Kittel,  E.,  194. 

Kitto,  257. 

Kjellberg,  G.,  214. 

Klaiber,  J.,  78. 

Klauwcll,  A.,  102. 

Klein,  J.  W.,  257. 

Klein,  K.,  6. 

Klencke,  187. 

Kleopper,  Dr.  K.,  69. 

Kloepper,  4. 

Kloss,  M.,  218. 

Kluge,  H.  O.,  see  Euler,  C.,  217, 

220. 

Kliipfel,  K.,  47. 
Knight,  83. 
Knight,  G.  W.,  228. 
Knight,  W.,  82. 
Knis,  J.  G.,  257. 
Knobloch,  Ida,  187. 
Koch,  E.  E.,  121,  127. 
Koch,  J.  L.  A.,  267. 
Koch,  J.  F.  W.,  13. 
Koehler,  A.,  95. 
Koener,  Fr.,  14. 
Koenig,  H.  Z.,  187. 
Koeppel,  221. 

Koeper-Hauselle  Marie,  190. 
Kolbe,  J.,  161. 
Kohler,  F.,  95. 
Kolhen,  216. 
Koln,  46. 
Kope,  R.,  45. 
Kopp,  H.,  156. 
Kordgien,  H.,  194. 
Kornep,  F.,  276. 
Korting,  G.,  151. 
Kostlein,  H.  A.,  121. 
Kothe,  B.,  121. 
Krabbe,  47. 
Kraft-Ebbing,   F.   R.   v.,   214, 

267. 


Kramer,  23. 
Krfimer,  160. 
Kraus-Bolte,  24. 
Kraus-Boelte,  John,  93. 
Kraus-Boelte,  Maria,  93. 
Krause,  28,  95,  206. 
Krause,  A.,  257,  263. 
Krause,  C.  J.  H.,  9. 
Krause,  F.  W.  D.,  164. 
Kreige,  Madam,  24. 
Kreyenberg,  G.,  98,  187. 
Kriebitzsch,  T.,  102. 
Kriege,  M.  H.,  88. 
Krieger,  25. 
Krieger,  F.,  145. 
Kriegs,  M.  H.,  94. 
Krier,  79. 
Kriess,  G.  F.,  160. 
Kroner,  88. 
Kriick,  M.,  160. 
Krume,  61. 
Krunime,  236. 
Krusi,  133. 
Ktibler,  Maria  C.,  96. 
Kriisi,  28. 

Kriisi,  Hermann,  28. 
Kuenen,  7. 
Kugler,  Joseph,  253. 
Kuhff,  Ph.,  151. 
Kuhn,  K.,  151. 
Kiimmel,  221. 
Kuntze,  A.,  253. 
Kunze,  0.,  99. 
Kurth,  Professor,  146. 
Kussmaul,  A.,  88. 
Kiister,  H.,  121. 
K  *  *  *  y  C.  v.,  239. 

L. 

Laacke,  K.  C.  F.,  232. 
Laas,  E.,  29,  116, 160. 
La  Blanch,  Vidal,  194. 
Laborde,  M.,  39. 
Lachenmeyer,  165. 


296 


INDEX. 


Lachmann,  W.,  257. 
Lacroix,  26. 
Ladd,  Professor,  204. 
Ladebeck,  221. 
Ladreyt,  M.  C.,  61. 
Lafaye,  G.,  200. 
La  Fuente,  V.,  65. 
La  Garde,  130. 
Lagarde,  Paul  de,  200,  206. 
Lage,  B.  von  der,  187. 
Lamson,  Mary  S.,  261. 
Lamson,  Mrs.,  255. 
Lancaster,  12. 
Lancaster,  Joseph,  26. 
Landon,  J.,  237. 
Lang,  61,  221. 
Lang,  John  D.,  127. 
Lange,  K.,  78.      ^ 
Lange,  0.,  4,  116. 
Lange,  W.,   4. 
Lange,  W.  von,  24,  95. 
Lange,  Dr.  Wichard,  276. 
Lannhardt,  165. 
Lasker,  Edward,  245. 
Laspeyres,  E.,  200. 
Latham,  H.,  211. 
Lattmann,  J.,  160. 
Lauer,  M.,  66. 
Laugenberg,  E.,  23. 
Laughlin,  146. 
Launoy,  49. 
Laurie,  102. 
Laurie,  S.  S.,  22,  194. 
Laveleye,  64,  235. 
Laverenz,  C.,  61. 
Lavisse,  149. 

Lawrence,  Amos,  168,  204. 
Lazarus,  82. 
Lazarus,  M.,  146. 
Lazarus,  W.,  88. 
Le  Comte,  190. 
LeComte,  Stevens,  190. 
Le  Fort,  L.,  208. 
Leger,  64. 


Legge,  S.,  7. 

Legorju,  J.,  165. 

Le  Goure,  119. 

Lehmann,  K.,  see  Bleuler,  E.,  259. 

Leiber,  F.,  34. 

Leibnitz,  82. 

Leide,  C.,  66. 

Leigh,  242. 

Leighton,  B.,  271. 

Leisner,  O.,  137. 

Leitch,  12. 

Leke,  W.  X.,  42. 

Leland,  C.  G.,  168. 

Leland,  Charles  G.,  168. 

Le  Mang,  G.,  133. 

Leonard  and  Gertrude,  27,  30. 

Leonhardt,  see  Braiinloch,  219. 

Le  Roy,   A.,  and    Dugoudray,   G., 

211. 

Lersch,  L.,  171. 
Lesley,  Susan  I.,  271. 
Lessing,  G.  E.,  26, 181. 
Lethbridge,  K.,  66. 
Leutbacher,  T.,  22. 
Levana,  28. 
Lewes,  G.  H.,  83. 
Lewis,  Dio,  221. 
Leyde,  C.,  66. 
Libansky,  96. 
Lieber,  223. 
Lieber,  F.,  34,  37,  128. 
Lieber,  Francis,  223. 
Lilberg-Bruhart,  Mme.,  180. 
Lincoln,  214. 
Lincoln,  D.  F.,  221. 
Lindau,  20. 

Lindner,  G.  A.,  2,  112. 
Ling,  P.  H.,  218. 
Linnartz,  W.,  261. 
Lion,  221. 

Lion,  J.  C.,  218,  221. 
Lion,  Rud.,  222. 
Lion,  Th.,  22. 
Lippe,  79. 


INDEX. 


297 


Liversidge,  A.,  55. 

Livet,  M.  C.  L.,  see   Pellisson,  226 

Lobell,  146. 

Lobische,  I.  E.,  89. 

Locke,  12,  14,  28,  108,  193,  239. 

Locke,  J.,  p6,  28. 

Locke,  John,  30. 

Loew,  E.,  158. 

Loewy,  T.,  257. 

Lohr,  79. 

Lois,  234. 

Lord,  John,  191. 

Lorentz,  F.,  21. 

Lorenz,  O.,  76. 

Lorenz,  Ottaker,  146. 

Loschke,  K.  G.,  14. 

Losser,  J.,  112. 

Lossing,  B.  J.,  39. 

Lotze,  78,  83. 

Lotze,  H.,  83. 

Louvain,  48. 

Low,  S.,  271. 

Lowe,  224. 

Lowe,  E.,  154. 

Lowell,  Josephine  S.,  271. 

Lubbuck,  Sir  John,  244. 

Luben,  A.,  158. 

Lucian,  20. 

Liidde,  J.  S.,  137. 

Ludlow,  34. 

Ludlow,  H.  W.,  34. 

Lndwig,  J.  L.,  14. 

Lunn,  Charles,  119. 

Luther,  4. 

Luther,  Martin,  26. 

Liittich,  O.,  263. 

Luz,  G.,  237. 

Lyon,  Mary,  191. 

Lyschinska,  Mary,  97. 

Lyte,  H.  C.  M.,  43. 

Lyttelton  and  Cobb,  222. 


M. 

Maas,  B.,  78. 
Macaulay,  142. 
MacArthur,  165. 
MacCall,  William,  251. 
McCarthy,  Justin,  201. 
McChesney,  E.,  183. 
McCook,  H.  C.,  130. 
MacGregor,  Professor,  204. 
Mace,  Jean,  111. 
Maclaren,  222. 
McLaren,  165. 

McLaren,  Walter  S.  B.,  165. 
Maclean,  J.,  38. 
Magnus,  P.,  165,  168. 
Mahaffy,  J.  P.,  9,  206. 
Mahr,  F.,  76. 
Maier,  156. 
Maier,  J.  G.,  252. 
Maintenon,  Mme.  de,  188. 
Mair,  F.,  121. 
Maitland,  141. 
Malarce,  A.,  250. 
Maiden,  Henry,  201. 
Malleson,  Mrs.  F.,  102. 
Mallory,  119. 
Malthus,  268. 
Malthus,  T.  R.,  271. 
Mann,  F.,  30. 

Mann,  Horace,  61,  64,  245. 
Mann,  Mary,  177. 
Mann,  Mrs.  Horace,  94,  246. 
Manitius,  128. 
Manning,  209. 
Manning,  Jas.,  33. 
Mansberger,  C.  T.,  112. 
Marburg,  4. 
Marcel,  C.,  102,  152. 
March,  F.  A.,  102,  152. 
Marcus,  J.,  6. 
Marenholtz,  165. 
Marenholtz-Buelow,  95,  276. 
Marguerin  et  Motbere",  66. 
Marion,  H.,  194. 


298 


INDEX. 


Markel,  G.,  78. 
Marsh,  Professor,  124. 
Marshall,  E.  0.,  37. 
Martin,  W.  A.  P.,  7. 
Martineau,  Harriet,  177. 
Marwedel,  E.,  97. 
Mascher,  H.  H.,  14. 
Mason,  A.  C.,  198. 
Massenbach,  181. 
Masson,  175. 
Mather,  C.,  35. 
Mather,  W.,  165. 
Matthias,  Dr.,  257. 
Matzell,  169. 
Matzen,  49. 
Mauer,  232. 

Mauersberger,  C.  T.,  275. 
Maurice,  F.  D.,  165. 
Maurcnbrecher,  146. 
Maurus  liabanus,  31. 
Maury,  L.-F.  A.,  225. 
Maximilians,  I.,  48. 
Maxwell,  159. 
Mayaux,  V.,  252. 
Maybaum,  S.,  6. 
Mayerhoff,  61. 
Mayor,  J.  B.,  83. 
Meeker,  W.,  259. 
Mehl,  H.,  128. 
Meier,  E.,  232. 
Meiners,  12. 
Meiners,  C.,  14,  175. 
Melancthon,  Philip,  27. 
Mell,  P.  II.,  201. 
Mellin,  12. 
Me'nard,  L.,  181. 
Mendenhal,  Professor,  157. 
Menge,  R.,  133. 
Mercurialis,  218. 
Meredith,  R.  B.,  128. 
Merling,  J.,  122. 
Mertens,  T.,  184. 
Mesnil,  237. 
Metzner,  A.,  109. 


Meyer,  202. 

Meyer,  B.,  78,  89. 

Meyer,  Bertha,  96,  177. 

Meyer,  J.,  99. 

Meyer,  J.  B.,  14. 

Meyer,  Lothar,  244. 

Mikusch,  G.,  137. 

Mill,  245. 

Mill,  J.  S.,  83,  224,  228. 

Millard,  W.,  266. 

Millard,  W.,  see  Duncan,  P.  M.,  235. 

Mills,  Caleb,  201. 

Milne,  James  M.,  194. 

Milton,  193,  239. 

Milton,  J.,  27. 

Mitchell,  D.  G.,  245. 

Miquil,  F.  W.,  146. 

Moffat,  198. 

Moggridge,  M.  W.,  271. 

Mohl,  C.,  194. 

Mohl,  R.  v.,  175,  232. 

Mohl,  Robert  von,  60. 

Moldenhawer,  J.,  257. 

Molesworth,  W.  N.,  181. 

Moltke,  22. 

Monica,  188. 

Monnier,  154. 

Montaigne,  12,  28,  30,  194. 

Montaigne,  Michel  de,  27,  28. 

Montgomery,  T.  H.,  38. 

Montigue,  B.,  44. 

Montucci,  H.,  54. 

Moody,  F.  W.,  133. 

Moon,  W.,  257. 

Moor,  N.  F.,  33. 

More,  Hannah,  188. 

Morgan,  I.  G.,  218. 

Morgenstern,  Lina,  96. 

Morley,  John,  224. 

Morreau,  E.,  211. 

Morris,  58,  214. 

Morris,  George  S.,  83,  144,  205. 

Morris,  M.,  43. 

Morrison,  J.  Cotter,  146. 


INDEX. 


299 


Mb'tschmann,  J.  C.,  45. 

Moulton,  R.  G.,  and  Stuart,  J.,  201, 

Mo  wry,  W.  A.,  274. 

Mozley,  T.,  44. 

Muehlberg,  F.,  154. 

Mueller,  F.  M.,  172. 

Mueller,  F.  Max,  175. 

Muff,  172. 

Muller,  A.  C.,45. 

Miiller,  G.  E.,  83. 

Muller,  J.,  117,  225. 

Muller,  L.,  172. 

Mullinger,  J.  B.,  12,  43. 

Miinchen,  47. 

Munch,  M.  C.,  2. 

Munro,  J.  E.  C.,  209. 

Munroe,  Professor,  118. 

Murray,  David,  211. 

Murray,  E.  C.,  66. 

Murray,  E.  C.,  Grenville,  66. 

Musiol,  R.,  122. 

Muster,  F.,  146. 

Muteau,  18. 

Muther,  14,  201. 

Mutzell,  169. 

Mutzner,  A.,  109. 

N. 

Nadal,  E.  S.,  245. 

Naegelsbach,  C.  F.,  69. 

Nagel,  160. 

Naglesbach,  169. 

Napoleon,  Emperor,  77. 

Naville,  27. 

Necker,  Madame,  27. 

Necker  de  Saussure,  Madame,  89, 

188,  189. 

Necker,  von  Saussure,  188. 
Neef,  Joseph,  194. 
Neidoregger,  128. 

Neinhaus,  H.,  sec  Ferbers,  J.  H.,  109. 
Nerrlich,  C.  G.,  122. 
Netoliczka,  E.,156. 
Nettleship,  R.  S.,  9. 


Newcomb,  S.,  157. 

Newman,  Dr.  John  Henry,  201. 

Newman,  F.  W.,  11. 

Newman,  J.  H.,  12. 

Newton,  159. 

Newton,  Heber,  96. 

Newton  and  Patton,  182. 

Niboyt,  Mme.  Euge'nie,  257. 

Nicholls,  G.,  272. 

Niedergesass,  R,,  4,  23,  69. 

Niell,  E.  D.,  53. 

Niemeyer,  16,  21,  69. 

Nightingale,  A.  F.,  51. 

Nightingale,  Florence,  270. 

Nissen,  J.,  128. 

Nitzsch,  75. 

Noah,  J.  J.,  6. 

Noack,  F.,  146. 

Noeldeke,  W.,  190. 

Nohascheck,  H.,  147. 

Nohl,  123. 

Nohl,  C.,  245. 

Nohl,  Clemens,  146. 

Noire,  119. 

Noire;  L.,  75. 

Noldeke,  190. 

Nonus,  S.  A.,  64. 

Northend,  177. 

Northrup,  B.  G.,  60, 115,  168. 

O. 

Obentrant,  A.  R.,  232,  249. 
Oberlander,  137. 
O'Bryne,  237. 
Ochwadt,  222. 
Oeconomicus,  21. 
Oehler,  C.,  78. 
Oehlwein,  K.,  102. 
Oehlwein,  261. 
Ohrlmann,  C.,  114. 
Ordway,  J.  M.,  168. 
Orleans,  M.d',  180. 
Orton,  J.,  188. 


800 


INDEX. 


Ortmann,  J.  H.,  und  Fuhr,  J.  H., 

107. 

Oscar-Jager,  E.  F.,  145. 
Osgood,  Samuel,  175. 
Ostendorf,  160. 
Oswald,  Felix  L.,  214. 
Otto,  F.,  117,  252. 
Owen,  H.,  228. 
Owen,  Robert  Dale,  73. 
Owen,  W.  B.,  36. 

P. 

Pablasek,  M.,  258. 

Packard,  10. 

Packard,  see  Cleveland,  33. 

Packard,  F.  A.,  130. 

Page,  D.  P.,  76. 

Paget,  168. 

Paine,  W.  H.,  3. 

Palatianos,  A.,  258. 

Palfrey,  J.  G.,  35. 

Palmer,  C.,  69. 

Palmer,  G.  H.,  204. 

Palmer,  J.,  35. 

Parker,  112. 

Parker,  C.  S.,  73. 

Parker,  F.  W.,  102, 246. 

Parks,  Uriah,  112. 

Paros,  J.,  4. 

Parrish,  E.,  39. 

Parve',  D.  J.  S.,  66. 

Pascoe,  C.  E.,  65,  176,  188. 

Passow,  14. 

Pattison,  Dorothy  Wyndlow,  269. 

Pattison,  Mark,  269. 

Patton,  see  Newton  and  Patton,  182. 

Paul,  H.,  89,  152. 

Paul,  Saint,  127. 

Paulsen,  F.,  14,  15,  169. 

Pauly,  Julius,  208. 

Pawel,  222. 

Payne,  60. 

Payne,  Joseph,  25,  75,  159,  246. 

Payne,  William  H.,  237. 


Peabody,  E.  P.,  22,  24,  96. 

Pearson,  D.  R.,  237. 

Peaslee,  J.  B.,  182,  249. 

P.  E.  C.,  272. 

Peck,  Charles  F.,  181. 

Peckham,  G.  W.,  89. 

Peek,  F.,  272. 

Pefleiderer,  E.,  201. 

Peirce,  B.  K.,  263. 

Pelet,  P.,  206. 

Pellew,  H.  E.,  272. 

Pellisson,  et  D'Olivet,  Livet,  M.  C.- 

L.,  225. 

Perez,  61,  90,  91. 
Perry,  61. 
Perez,  B.,  25,  89. 
Perry,  W.  C.,  61. 
Perry,  Walter  S.,  133. 
Peschel,  O.,  137. 
Pestalozzi,  4,  12,  15,  27,  28,  30,  77, 

103,  108,  195,  242,  246. 
Peter,  C.,  147. 
Peters,  F.  H.,  M.  A.,  19. 
Petermann,  104. 
Petersilie,  A.,  60. 
Pfalz,  Franz,  152. 
Pfeiffer,  F.  W.,  15. 
Pfisterer,  G.  F.,  78. 
Pfliiger,  E.,  158. 
Pfuel,  General  von,  223 
Philbrick,  J.  D.,  51. 
Philobiblius,  4. 
Philostratus,  20. 
Phelps,  W.  F.,  198. 
Pichler,  219. 
Pichler,  A.,  222. 
Pickel,  A.,  see  Rein,  W.,  103. 
Pickett,  A.,  and  J.  W.,  198. 
Piderit,  Dr.  Albert,  69. 
Piderit,  F.  K.  T.,  47. 
Pierce,  Benjamin,  35. 
Pilger;  Dr.  Robert,  175. 
Pillans,  Professor,  199. 
Pillsbury,  W.  L.,  229. 


INDEX. 


301 


Pillz,  Carl  von,  190. 
Pincott,  Frederic,  66. 
Pio,  Professor,  66. 
Pischon,  C.  N.,  10. 
Pitman,  Emma  It.,  272. 
Plath,  253. 
Plato,  5,  9,  10,  20. 
Platon,  9,  20. 
Platz,  C.,  29. 
Plauer,  B.,  252. 
Ploss,  H.,  90,  188. 
Plutarch,  20. 
Pocci,  F.  G.,  176. 
Poestion,  I.  C.,  188. 
Poggendorff,  J.  C.,  157. 
Pollock,  F.,  90. 
Porter,  J.  A.,  41. 
Porter,  N.,  51. 
Portugall,  Madam  de,  97. 
Potter,  S.  0.  L.,  261. 
Powell,  J.  W.,  225. 
Poynter,  E.  J.,  R.  A.,  134. 
Prang,  133. 
Prange,  W.,  137. 
Prantl,  C.,  47. 
Prescott,  W.  H.,  258. 
Presting,  181. 
Preyer,  M.,  60. 
Preyer,  W.,  90. 
Priestley,  149. 
Prince,  J.  T.,  183. 
Probst,  J.,  46. 
Pujos,  M.,  265. 
Pulling,  F.  S.,  137. 
Puritz,  218. 

Piisehmann,  F.  A.,  137. 
Pusey,  E.  B.,  201. 
Putsch,  A.,  166. 

Q. 

Quain,  R.,  75. 

Quick,  Rev.  R.  H.,  12,  246. 

Quincy,  Josiah,  35. 


Quintilian,  20. 
Quitzow,  W.  A.,  112. 

R. 

Rabanus,  31. 

Rabelais,  Francois,  28. 

Radstock,  P.,  78. 

Radestock,  82. 

Radtke,  28. 

Radtke,  G.,  232. 

Rafinesque,  C.  S.,  202. 

Randall,  S.  S.,  52. 

Ranke,  Leopold  von,  147. 

Rappold,  J.,  70,  169. 

Ratich,  W.,  28. 

Ratke,  W.,  28. 

Rau,  H.,  90. 

Raub,  A.  N.,  184. 

Rauber,  A.,  266. 

Raumer,  12,  233. 

Raumer,  K.  v.,  15. 

Ravenstein,  218,  221. 

Ravenstein  and  Hulley,  222. 

Ray,  I.,  214. 

Raymond,  D.,  2. 

Raymond,  J.  H.,  39. 

Reade,  A.  A.,  215. 

Recklinghausen,  208. 

Redford,  R.  A.,  128. 

Redivivus,  C.,  169. 

Reglement,  F.,  195. 

Reichardt,  192, 

Reichelt,  G.,  122. 

Rein,  W.,  103,  134,  135,  138,  142, 

151,  163,  194,  195,  196,  233,  251. 
Rein,  W.  von,  13, 14,  25, 77, 98, 151, 

163, 183, 184, 185, 192,193J95,196. 
Reinhardt,  W.,  190. 
Reinharostottner,  Von,  152. 
Renan,  E.,  181. 
R*enard,  P.,  250. 
Rentsch,  125. 
Renk,  F.,  215. 
Resbecq,  Fr.  de,  18. 


302 


INDEX. 


Reuper,  J.,  188. 

Rcuscher,  H.,  128. 

Reville,  7. 

Rc-ymond,   E.   Du  Bois,   154,   158, 

159,  220. 
Riant,  A.,  215. 
Ribot,  T.,  83. 
Richards,  W.  F.,  195. 
Richards,  Z.,  99. 
Richardson,  C.  F.,  41,  52. 
Richomrae,  C.,  48. 
Richter,  128. 
Richter,  A.,  79. 
Richter,  Albert,  103. 
Richter,  E.,  138. 
Richter,  G.,  see  Frick,  0.,  275. 
Richter,  J.  P.  F.,  28. 
Richter,  J.  W.  O.,  138. 
Richter,  K.,  96,  107,  195. 
Richter,  Von  K.,  22,  23,  30. 
Richthofen,  F.  F.  von,  138. 
Riecke,  G.  A.,  91. 
Riegger,  45. 
Riemann,  H.,  122. 
Riemer,  96. 
Rietschel,  Hm.,  215. 
Rigg,  J.  H.,  57. 
Rigutini,  G.,  91. 
Ritter,  139. 
Ritter,  Carl,  137. 
Robertson,  F.  W.,  26,  181. 
Robinson,  O.  H.,  see    Winsor,  J., 

117. 

Robinson,  R.,  195. 
Rochovv,  Von,  17. 
Rockstro,  123. 
Rockwell,  J.  T.,  252. 
Rodenbach,  A.,  258. 
Roesler,  H.,  233. 
Rogers,  Edward,  182. 
Rogers,  J.  E.,  202. 
Rogers,  J.  E.  T.,  44. 
Rolleston,  G.,  158,  161,  211. 
Rollin,  28. 


Rommel,  138. 
Rondelet,  188. 
Ronne,  L.  v.,  16,  229,  233. 
Ronneger,  182. 
Root,  N.  W.  Taylor,  195,  251. 
Roscoe,  H.  E.,  154,  166,  247. 
Rosen,  K.,  182. 
Rosenthal,  J.,  202. 
Rosenkranz,  K.,  70. 
Rosmini-Serbati,  A.,  75. 
Ross,  Mary  Ann,  107. 
Rossel,  E.,  166. 
Rossler,  E.,  261. 
Roth,  169. 
Roth,  K.  L.,  70. 
Rothenbiicher,  A.,  188. 
Rothstein,  222. 
Rothstein,  H.,  218. 
Rotter,  R.,  195. 
Rouchet,  G.,  158. 
Roulliet,  A.,  149. 
Rousseau,  12,  28. 
Rousseau,  J.  J.,  30. 
Rousselot,  P.,  189. 
Rowland,  H.  A.,  154. 
Rudolf,  L.,  117. 
Rudolphi,  Caroline,  189. 
Rtigg,  H.  R.,  103. 
Ruggles,  Henry,  247. 
Riimpel,  250. 
Runkle,  J.  D.,  168. 
Rush,  Benjamin,  79. 
Ruskin,  135. 
Ruskin,  J.,  247. 
Ruskin,  John,  21. 
Russel,  A.  T.,  52. 
Russel,  J.,  198. 
Russel,  W.,  198. 
Russell,  I.,  238. 
Russell,  J.,  237. 
Russell,  J.  S.,  166. 
Russell,  M.,  202. 


INDEX. 


303 


s. 

Sachs,  7. 

Safford,  T.  H.,  114. 

Sailer,  J.  M.,  29. 

Salisbury,  A.,  196. 

Salmon,  53. 

Salter,  131. 

Saluzzo,  236. 

Salzburg,  Von  G.  H.,  61. 

Salzmann,  30,  128. 

Salzmann,  C.  G.,  29,  31. 

Sander,  F.,  2. 

Sandland,  J.  P.,  119. 

Sargant,  W.  L.,  229. 

Sargent,  219. 

Sargent,  Dr.  D.  A.,  219. 

Sarrazin,  61. 

Sarte,  Francois   del,  see  Delsarte, 

29,  97,  118. 
Sauveur,  L.,  172. 
Savigny,  F.  C.  von,  16. 
Savigny,  12. 
Sayce,  A.  H.,  152. 
Schaeffer,  152. 
Schaehle,  F.  G.,  112. 
Schaff,  Philip,  60. 
Schiifer,  23. 
Schiifer,  F.,  103. 
Schaible,  C.  H.,  215. 
Scheber,  223. 
Scheider,  G.  E.,  134. 
Scheidler,  K.  H.,  202. 
Schele,  39. 

Scheller,  E.,  see  Rein,  W.,  103. 
Schelling,  F.  W.  J.,  205. 
Schem,  see  Kiddl,  229. 
Schem,  A.  J.,  61. 
Schem,  A.  Y.,  2. 
Scherer,  F.,  258. 
Scherer,  G.,  113. 
Scherfig,  F.  E.,  79. 
Scherreff,  24. 
Schettler,  223. 
Scheve,  Gustav,  75. 


Schiller,  F.,  251. 
Schiller,  H.,  190. 
Schiller,  J.,  26. 
Schiller,  K.,  88. 
Schillmann,  H.,  275. 
Schillmann,  Von  R.,  231. 
Schindler,  L.,  103. 
Schireff,  Emily,  94. 
Schirreff,  E.,  189. 
Schlect,  R.,  122. 
Schleiermacher,  29,  202. 
Schleiermacher,  Dr.  T.,  29. 
Schleiermacher,  F.,  207. 
Schlotel,  W.,  226. 
Schlotterbeck,  B.,  138. 
Schlottmann,  57,  202. 
Schmeding,  F.,  172. 
Schmerz,  L.,  91. 
Schmid,  156. 
Schmid,  J.  A.,  16. 
Schmid,  K.  A.,  5,9. 
Schmid-Schwarzenberg,  F.,  76. 
Schmidt,  10,  24. 
Schmidt,  K.,  4. 
Schmidt,  K.  A.,  2,  5,  9,  10,  24. 
Schmidt,  L.,  10. 
Schmidt,  P.,  27. 
Schmidt,  P.  V.,  107. 
Schmidt,  W.,  113. 
Schmitz,  S.,  57. 
Schmoller,  202. 
Schmoller,  G.,  233. 
Schmollers,  57. 
Schneider,  196,  229,  233. 
Schneider,  Dr.  R.,  28. 
Schneider,  O.,  138. 
Schnell,  F.,  79,  237. 
Schnell,  K.  F.,  184. 
Schnitz,  S.,  57. 
Schoene,  Gust.,  117. 
Scholem,  A.,  219. 
Scholtle,  U.  K.,  262. 
Schonberg,  D.  G.,  166. 
Schonborn,  T.,  202. 


304 


INDEX. 


Schopenhauer,  80,  81. 
Schopf,  A.,  138. 
Schornstein,  R.,  99.,  189. 
Schott,  G.  E.,  1. 
Schrader,  70,  169. 
Schrader,  Frau  H.  B.,  97. 
Sclirader,  W.,  70. 
Schram,-W.  C.,  26. 
Schreiber,  C.,  138. 
Schroder,  64,  91. 
Schroder,  H.,  122,  275. 
Schroter,  97,  181,  223. 
Schubert,  202. 
Schubert,  K.,  113. 
Schueler  und  Bumiiller,  see 

Bumiiller,  115. 
Schuldte,  von,  209. 
Schultz,  F.,  178. 
Schultz,  Fr.,  31. 
Schultz,  Schultzendorf,  161. 
Schultze,  F.,  91. 
Schulz,  104. 

Schumann,  I.  C.  G.,  5,  28,  31. 
Schumann,  J.,  24. 
Schumann,  J.  C.,  60. 
Schumann,  J.  C.  G.,  13, 129, 196. 
Schumann,  K.,  253. 
Schurict,  Hermann,  52. 
Schurig,  G.,  113,  252. 
Schurz,  C.,  272. 
Schutz,  und  Heilmuttel,  222. 
Schutze,  E.  T.,  113. 
Schutze,  F.  M.,  76. 
Schutze,  H.,  31. 
Schwab,  E.,  250. 
Schwalbe,  Dr.,  Prof.,  154. 
Schwartz,  16,  70,  169. 
Schwartz,  F.  H.,  29. 
Schwegler,  219. 
Scott,  Dr.  Henry  E.,  144. 
Scott,  Sir  Walter,  142. 
Scott,  W.  R.,  266. 
Scudder,  H.  E.,  35. 
S.  D.  C.,  258. 


Scailles,  161. 

Seallers,  205. 

Sears,  Hamas,  172. 

Sedgwick,  202. 

Se'e,  C.,  189. 

Seeley,  141. 

Seeley,  J.,  73. 

Seeley,  J.  R.,  140,  144,  147. 

Seemuller,  J.,  117,  253. 

Segmund,  S.  A.,  12. 

Seguin,  see  Esquirol,  266. 

Seguin,  E.,  196,  266. 

Seignobos,  Charles,  147. 

Seiler,  E.,  119. 

Sellar,  229. 

Seltzam,  K.,  103. 

Semmig,  H.,  91. 

Senglemann,  H.,  266. 

Senior,  Mrs.  N.,  272. 

Sering,  F.  W.,  122. 

Sexton,  S.,  262. 

Seyffarth,  L.  W.,  27. 

Shaftesbury,  Earl,  272. 

Shaler,  N.  S.,  154. 

Shaw,  Mrs.  Agassiz,  97. 

Shaw,  F.  A.,  118. 

Shedd,  W.  G.  T.,  117. 

Shelden,  107. 

Sheridan,  Thomas,  104. 

Shields,  C.  W.,  205. 

Shirley,  J.  M.,  34. 

Shirreff,  E.,  189. 

Shirreff,  E.,  see  Grey  and  Shirreff, 

187. 

Shirreff,  Emily,  94,  97. 
Shrewsbury,  271. 
Shutze,  H.,31. 
Sibley,  J.  L.,  35. 
Sicard,  A.,  18. 
Sicard,  J.,  6. 
Sidgwick,  73. 
Sidgwick,  A.,  79. 
Sidgwick,  H.,  73. 
Sidler,  W.,  157. 


INDEX. 


305 


Siebeck,  154. 
Siegeenbeck,  M.,  49. 
Siegfried,  272. 
Siegfried,  J.,  252. 
Siemens,  C.  W.,  166. 
Sieveking,  272. 
Sigisimmd,  B.,  91. 
Siljestrom,  P.  A.,  62. 
Simon,  J.,  6. 
Simon,  Jules,  64. 
Simons,  Thomas,  182. 
Simonet,  L.  C.,  235. 
Sizeraune,  Maurice  de  la,  255. 
Sjoberg,  190. 
Skrodzki,  W.,  104. 
Sladeczk,  A.,  5. 
Slagg,  J.,  168. 
Smart,  J.  H.,  196. 
Smedley,  Menella  B.,  272. 
Smiles,  S.,  182. 
Smith,  Adam,  224. 
Smith,  B.  P.,  34. 
Smith,  D.,  37. 

Smith,  Goldvvin,  44,  148,  149. 
Smith,  H.  W.,  38. 
Smith,  J.,  36, 
Smith,  L.  A.,  229. 
Smith,  Rev.  William,  38. 
Smith,  W.,  149. 
Smith,  Walter,  134. 
Smith,  William,  37. 
Smith,  W.  K.,  7. 
Socrates,  21. 
So'der,  H.,  107. 
Sokolovski,  152. 
Soldan,  Louis,  111. 
Soley,  J.  R.,  37. 
Sonnenschein,  229. 
Sorel,  A.,  149. 
Soulice,  M.  L.,  18. 
Spalding,  J.  L.,  203. 
Spalding,  J.  R,,  39. 
Sparkes,  J.  C.  L.,  134. 
Specht,  F.  A.,  16. 


Spencer,  A.,  33. 

Spenoer,  H.,  12,  76,  83,  84,  247. 

Spencer,  Herbert,  239. 

Sperber,  E.,  31. 

Spiers,  B.,  6. 

Spiess,  217,  218,  223. 

Spiess,  A.,  249. 

Spinoza,  82. 

Sprat/T.,  226. 

Sprenzel,  K.,  208. 

Spurzheim,  29. 

St ,  203. 

Staden,  J.  v.,  134. 

Stande,  R.,  196. 

Stanley,  7,  64. 

Stanley,  A.  P.,  21. 

Stapfer,  64. 

Stapfer,  P.,  152. 

Starrett,  H.  E.,  191. 

Staude,  R.,  196. 

Staunton,  H.,  44. 

Stebbins,  G.,  118. 

Steckel,  F.,  219. 

Stedman,  A.  M.  M.,  44. 

Stedman,  Algernon  M.  M.,  176. 

Steeg,  Jules,  28. 

Steel,  Robert,  129. 

Steele,  J.  Dorman,  155. 

Steffins,  203. 

Steffins,  Heinrich,  176. 

Steig,  Jules,  28. 

Steiger,  97. 

Stein,  233. 

Stein,  L.,  233. 

Stein,  Lorenz,  9,  233. 

Steinhaiiser,  C.,  129. 

Steinitzer,  M.,  123. 

Steintaf,  215. 

Steinthal,  H.,  84. 

Stephani,  16. 

Stephani,  H.,  104. 

Stephen,  Caroline  E.,  272. 

Stetson,  Charles  B.,  167. 

Stettin,  276. 


806 


INDEX. 


Stevens,  Le  Comte,  190. 

Stevens,  W.  L.,  191. 

Stewart,  247. 

Stickney,  104. 

Stiehl,  F.,  148. 

Stiehr,  25. 

Stille,  37. 

Stobbe,  U.,  167. 

Stockwell,  T.  B.,  52. 

Storl,  28. 

Stosner,  24. 

Stossner,  E.,  138. 

Stow,  1).,  29,  182. 

Stow,  David,  196. 

Stowe,  12. 

Stowe,  Calvin,  64,  198. 

Stowe,  Calvin  E.,  67. 

Stows,  C.  E.,  66. 

Stoy,  25. 

Stoy,  H.,  113. 

Stoy,  K.  V.,  1,  138, 184,  197. 

Stoy,  Karl  Volkmar,  192. 

Strack,  I).  M.,  161. 

Strack,  M.,  161. 

Strack,  K.,  16,  189. 

Strassburger,  B.,  6. 

Straueh,  E.,  221. 

Striibel,'46. 

Strumpell,  17,  25. 

Strumpell,  L.,  276. 

Strure,  A.,  178. 

Struve,  C.  F.,  258. 

Stuart,    J.,   see    Moulton,    R. 

201. 

Stubbs,  A.,  113. 
Stubenvoll,  G.,  113. 
Stuhlmann,  A.,  134. 
Stumpf,  K.,  157. 
Sturgis,  F.  K.,  208. 
Sturm,  Johannes,  29. 
Stutzer,  E.,  148. 
Sullivan,  W.  K.,  167. 
Sully,  J.,  84,  91. 
Sulzback,  7,  29. 


Summer,  W.  G.,  272. 

Sumner,  C.,  36. 

Sussmann,  G.,  99. 

Swett,  J.,  63. 

Swett,  John,  198. 

Sybel,  14. 

Sybel,  H.,  148,  190. 

Symington,  A.  J. ;   Chalmers,  T., 

273. 
Symond,  J.  L.,  12. 

T. 

Tacitus,  20. 

Taine,  44,  91,  92. 

Taine,  H.,  84. 

Talbot,  Mrs.  E.,  92. 

Tate,  T.,  76,  79. 

Tauffer,  E.,  264. 

Taylor,  7,  84. 

Taylor,  C.  F.,  215. 

Taylor,  H.  G.,  58. 

Taylor,  J.  O.,  76. 

Taylor,  J.  Orville,  198. 

Taylor,  S.,  273. 

Taylor,  S.  H.,  172. 

Taylor,  W.  B.  S.,  43. 

Teichmann,  A.,  61. 

Ten  Brook,  Andrew,  37,  52. 

Tennent,  William,  36. 

Tenney,  E.  P.,  53,  129. 

Testas,  M.  F.,  182. 

Thales,  83. 

Thamin,  R.,  197. 

Tharau,  H.,  129. 

Thaulow,  Dr.  Gustav,  24,  70. 

Thayer,  238. 

Theil,  61,  67. 

Theile,  46,  124. 

Theiner,  A.,  17,  207. 

Theodore  and  Adelaide,  77. 

Theophron,  22,  30. 

The'ry,  A.  F.,  18. 

Theil,  5,  61,  68. 

Thiel,  234. 


INDEX. 


307 


Thicle,  A.,  210. 

Thiersch,  H.  J.,  178. 

Thoma,  215. 

Thomas,  39,  104,  223. 

Thomas,  Theodore,  122. 

Thompson,  C.  O.,  166,  167,  168. 

Thompson,  D.  W.,  76. 

Thompson,  T.,  226. 

Thorpe,  F.  N.,  148. 

Thulie,  H.,  189. 

Thtimen,  223. 

Thurot,  C.,  49. 

Thrandorf,  135. 

Thring,  E.,  76. 

Thwing,  C.  H.,  53. 

Tiberghien,  G.,  205. 

Ticknor,  A.  E.,  38. 

Tiedemann,  91. 

Tillich,  110. 

Timbs,  J.,  176. 

Todd,  J.,  182. 

Todd,  John,  130. 

Todhunter,  I.,  205. 

Tomberger,  F.,  234. 

Tomek,  W.  W.,  47. 

Tomlins,  W.  L.,  122. 

Tooke,  William,  F.R.S.,  20. 

Towle,  G.  M.,  41. 

Toy,  C.  H.,  129. 

Trainer,  148. 

Trampler,  R.,  139. 

Trauer,  L.,  117. 

Trelease,  158. 

Trendelenberg,  78. 

Trenze,  J.,  107. 

Treschel,  182. 

Treuge,  J.,  107. 

Trevelyan,  C.,  273. 

Trumbull,  C.,  129. 

Trunk,  H.,  139. 

Truppe,  220. 

Trynkhusen,  G.,  258. 

Tuck,  R.,  130. 

Tulloch,  J.,  129. 


Turgot,  224. 
Twining,  167. 
Tyler,  M.  C.,  37. 
Tyler,  W.  S.,  32. 
Tylor,  E.  B.,  84. 
Tyndall,  156,  159. 
Tyndall,  John,  247. 


Uberweg,  83. 
Uhlig,  G.,  99. 
Ulrica,  78. 
Una,  270. 
Urban,  J.,  135. 
Ussing,  J.  L.,  9. 


V. 

Vail,  S.  M.,  207. 

Vambe'ry,  H.,  10. 

Van  Amringe,  J.  Howard,  33. 

Vanderkindere,  L.,  49. 

Vaux,  R.,  264. 

Verlaz,  221,  222. 

Vernaleken,  T.,  76. 

Verner,  M.,  207. 

Vessiot,  A.,  182. 

Veth,  P.  J.,  10. 

Vico,  82. 

Victoria,  Queen,  179. 

Vierordt,  92. 

Villicus,  F.,  113. 

Vincent,  251. 

Vincent,  J.  H.,  130. 

Violet  le  Due,  251. 

Virchow,  Rudolph,  159,  242,  247. 

Vischer,  Fr.,  219. 

Vischer,  W.,  49. 

Viyes,  J.  L.,  29,  31,  190. 

Vogel,  A.,  1,  5,  27. 

Vogt,  Carl,  203. 

Vogt,  T.,  197. 


308 


INDEX. 


Vogt,  Theodore,  26, 
Vormbaum,  234. 

W. 

Wackernagel,  P.,  123. 
Wade,  A.  L.,  99. 
Wagner,  A.,  234. 
Wagner,  Ernst,  208. 
Wagner,  H.  E.,  104. 
Wagner,  J.  J.r  76. 
Waitz,  T.,  70. 
Waldeyer,  1C9. 
Walford,  E.,  19. 
Walker,  C.  M.,  37. 
Walker,  F.  A.,  27,  273. 
Wall,  A.,  203. 
Walsemann,  79. 
Walser,  E.,  161. 
Walter,  24. 
Walter,  L.,  97. 
Wane,  223. 
Wangemann,  L.,  130. 
Ward,  84,  247. 
Ward,  A.  W.,  60. 
Wardle,  T.,  167. 
Warneck,  G.,  130. 
Warner,  C.  D.,  264. 
Warner,  C.  O.,  264. 
Warren,  C.,  203,  253. 
Warren,  S.,  210. 
Warren,  S.  E.,  167. 
Warren,  W.  F.,  247. 
Watson,  J.  S.,  19,  20,  21. 
Watteville,  Le  Baron  de,  258. 
Watton,  H.,  253. 
Watts,  A.,  159. 
Watts.  J.,  29. 
Wayland,  F.,  33,  53. 
Wayland,  Francis,  203. 
Wead,  C.  K.,  157. 
Weber,  A.,  17,  104. 
Weber,  Dr.  Georg,  148. 
Weber,  K.,  27. 
Weber,  T.,  92. 


Wedderburn,  21. 

Wegele,  F.  K.,  48. 

Wegiels,  E.,  79. 

Weicker,  G.,  17. 

Weigl,  M.,  176. 

Weise,  L.,  61. 

Weishaupt,  II.,  135. 

Weiss,  K.,  117. 

Weiss,  Karl,  190. 

Welch,  107. 

Weld,  C.  E.,  226. 

Wellmer,  M.,  190. 

Wells,  S.  R.,  29. 

Wells,  W.  W.,  198. 

\Vendt,  F.  M.,  97. 

Wentz,  G.,  139. 

Wenzelburger,  T.,  230. 

Werner,  E.  S.,  119. 

Werth,  126. 

West,  Professor,  51,  205. 

Westcott,  B.  T.,  130. 

Westerieder,  L.,  226. 

Weston,  S.  B.,  131. 

Wheeler,  W.  H.,  105. 

Wheelock,  E.,  34. 

Wheelock,  J.,  34. 

Whewell,  247. 

Whewell,  W.,  42,  57,  203. 

Whewell,  William,  155. 

White,  135. 

White,  A.  D.,  33,  53,  144,  148,  168, 

205,  206. 

White,  E.  E.,  168. 
Whitford,  W.  C.,  53. 
Wichern,  J.  H.,  264. 
Wickersham,  77. 
Wickersham,  J.  P.,  198,  230. 
Widman,  B.,  123. 
Wiebe,  E.,  97. 
Wiedemann,  F.,  130. 
Wien,  6. 

Wien,  Dr.  Gus.,  22. 
Wiese,  20,  57. 
Wiese,  L.,  61,  79,  234,  247. 


INDEX. 


309 


Wihan,  R.,  135. 

Wilcox,  S.  M.,  230. 

Wilderspin,  12,  30. 

Wilke,  C.,  und  Bormannk,  105. 

Wilkins,  A.  S.,  9. 

Willard,  Emma,  100,  191. 

Wille,  108. 

Williams,  A.,  152. 

Williams,  G.  H.,  157. 

Williams,  S.  W.,  7. 

Williard,  36. 

Willmrd,  Samuel,  53. 

Willich,  178. 

Willm,  77. 

Willmann,  61,  197. 

Willmann,  Dr.  Otto,  148. 

Willmann,  O.,  5,  197. 

Willson,  J.  M.,  108. 

Wilmann,  25. 

Wilson,  J.  M.,  73,  155,  182. 

Wilson,  W.  D.(  203. 

Wiltse,  Sara  E.,  97. 

Winckelmann  und  Sohne,  105. 

Wines,  C.  E.,  7. 

Wines,  E.  C.,  264. 

Winsor,  J.,  and  Kobinson,  O.  H.,  117. 

Winsor,  Justin,  36. 

Winship,  A.  E.,  130. 

Wittstein,  J.,  114. 

Wittstock,  A.,  1,  197. 

Wochl,  274. 

Wochtl,  275. 

Wolfberg,  Siegfried,  215. 

Wolsey,  T.  D.,  40. 

Wood,  44. 

Wood,  A.  A.,  42. 

Wood,  F.  W.,  211. 

Woodward,  168. 

Woodward,  C.  M.,  168. 

Woolsey,  T.  D.,  40,  247. 

Wooton,  E.,  211. 

Wordsworth,  176. 

Wordsworth,  C.,  12. 

Wordsworth,  W.,  248. 


Worle,  I.  A.  C.,  3. 
Wortmann,  219. 
Wotton,  239. 
Wrage,  C.,  108. 
Wright,  Carroll  D.,  237. 
Wright,  John  Henry,  148. 
Wright,  William,  95. 
Wunderlich,  136. 
Wundt,  78,  83. 
Wurtz,  A.,  61. 
WUstenfeld,  F.,  10,  226. 
Wychgram,  J.,  190. 
Wynter,  267. 
Wyss,  F.,  77. 


Xenophon,  21. 


X. 


Y. 


Youman,  158,  172. 
Youman,  Miss,  246. 
Youmans,  E.  L.,  84. 
Youmans,  Eliza,  159. 

Z. 

Zacharias,  Otto,  155. 

Zarnecke,  F.,  206. 

Zarncke,  46. 

Zelenke,  O.,  135. 

Zeller,  80,  81. 

Zeller,  E.,  85,  152,  204. 

Zerrenner,  184. 

Zeschwitz,  Gerhard  von,  71. 

Zeuns,  A.,  258. 

Zeuz,  223. 

Ziller,  25,  77,  85,  87,  102,  103,  145, 

149. 

Ziller,  T.,  71,  79,  184,  275. 
Zillessen,  Fr.,  237. 
Zillig,  149. 
Zirngiebel,  253. 
Zirngiebl,  E.,  17. 
Zoubek,  Fr.,  22. 
Zschoppau,  80. 
Zunz,  7. 


EDUCATION. 


"Thou  that  teachest  another,  teachest  thou  not  thyself?" 


~C*OR  American  Schools  and  American  Scholarship  there  is  no 
more  healthful  sign  than  the  newly-awakened  interest  of  teach- 
ers in  all  that  pertains  to  successful  work  and  personal  culture.  At 
the  outset  of  this  great  and  wide-spread  movement  in  favor  of  better 
methods  and  worthier  results,  it  was  but  natural  that  the  practical  side 
of  education  should  be  treated  out  of  all  proportion,  while  its  theoreti- 
cal and  historical  aspects  should  be  somewhat  overlooked.  But  if 
education  is  to  become  a  science  and  teaching  to  be  practised  as  an 
art,  one  means  to  this  end  is  to  gather  and  examine  what  has  been 
done  by  those  who  have  been  engaged  therein,  and  whose  position  and 
success  have  given  them  a  right  to  be  heard.  Another  and  not  less 
potent  means  is,  to  gain  a  clear  comprehension  of  the  psychological 
basis  of  the  teacher's  work,  and  a  familiar  acquaintance  with  the 
methods  which  rest  upon  correct  psychological  principles.  As  con- 
tributions of  inestimable  value  to  the  history,  the  philosophy,  and  the 
practice  of  education,  we  take  pleasure  in  calling  the  attention  of 
teachers  to  our  books  on  Education,  mentioned  in  the  following  pages. 
It  is  our  purpose  to  add  from  time  to  time  such  books  as  have  con- 
tributed or  may  contribute  so  much  toward  the  solution  of  educational 
problems  as  to  make  them  indispensable  to  every  true  teacher's  library. 

The  following  good  words,  and  also  the  opinions  quoted 
under  the  several  volumes,  are  an  earnest  of  the  appre- 
ciation in  which  the  enterprise  is  held :  — 

Dr.  Wm.  T.  Harris,  Concord,  Mass.  : 
I  do  not  think  that  you  have  ever  printed 
a  book  on  education  that  is  not  worthy 
to  go  on  any  teacher's  reading-list,  and 
the  best  list.  (March  26,  1886.) 

J.  W.  Stearns,  Prof,  of  the  Science 
and  Art  of  Teaching,  Univ.  of  Wis. : 
Allow  me  to  say  that  the  list  of  books 
which  you  are  publishing  for  the  use  of 


teachers  seems  to  me  of  exceptional  ex- 
cellence. I  have  watched  the  growth  of 
the  list  with  increasing  pleasure,  and  I 
feel  that  you  have  done  a  service  of  great 
value  to  teachers.  (May  26,  1886.) 

Nicholas  Murray  Butler,  Acting 
Prof,  of  Phil.,  Ethics,  and  Psychology, 
Columbia  Colkge,  N.  Y. :  I  am  greatly 
interested  in  your  series  of  pedagogical 


no 


EDUCATION. 


publications,  and  am  only  too  glad  to  aid 
the  cause  of  scientific  education  by  in- 
creasing their  circulation  by  every  means 
in  my  power. 

S.  A.  Ellis,  Superintendent  of  Schools, 
•Rochester,  JV.  Y. :  I  most  heartily  com- 
mend the  enterprise  you  have  entered 
upon.  These  books  may  well  be  re- 
garded as  indispensable  to  the  outfit  of 
every  earnest  teacher  who  would  win 
success  in  the  profession.  In  bringing 
them  within  the  reach  of  every  teacher 
of  the  land,  you  are  doing  a  service 
that  will  entitle  you  to  the  gratitude  of  all 
who  are  interested  in  the  work  of  educa- 
tion. Personally  I  wish  you  all  the  suc- 
cess you  deserve.  (Oct.  23,  1885.) 

W.  P.  Phelps,  Secretary  St.  Paul 
Chamber  of  Commerce,  Minn. :  No 
greater  service  could  well  be  performed 
for  the  schools  and  the  educators  of  this 
country  than  issuing  these  valuable  and 
timely  publications.  They  will  leave  the 
great  body  of  teachers  without  an  excuse 
for  professional  ignorance,  and,  with  the 
facilities  now  offered  through  the  read- 
ing circles  and  institutes,  there  will  be 
no  good  reason  why  these  books  should 
not  reach  the  great  mass  of  the  three 
hundred  thousand  teachers  in  the  United 
States.  (June  25,  1886.) 

J.  J.  Mills,  Earlham  College,  Rich- 
mond, Ind.  :  I  have  looked  over  the  dif- 
ferent volumes  with  much  interest.  You 
deserve  great  praise  for  your  enterprise 


in  putting  the  best  pedagogical  literature 
before  the  teachers  of  the  country.     I 
have  your  Leonard  and  Gertrude,  and 
Emile,  and  prize  them  highly. 
(Jan.  4 


W.  M.  West,  Supt.  of  Schools,  Fari- 
bault,  Minn. :  You  may  count  upon  the 
will  of  our  reading-circle  board  to  rec^ 
ognize  your  publications,  and  personally 
I  am  in  favor  of  substituting  at  once 
Sheldon's  Studies  in  General  History 
and  Compayre's  History  of  Education 
for  corresponding  books  on  our  list. 
(June  28,  1886.) 

A.  W.  Mell,  Bowling   Green,  Ky.: 
Your  firm  is  far  in  advance  of  any  other 
in  the  publication  of  teachers'  libraries, 
and  deserves  hearty  recognition. 
(June  28,  1886.) 

Schoolmaster,  London :  The  Arrer- 
ican  house  of  D.  C.  Heath  &  Co.  is 
doing  good  service  to  teachers  by  the 
publication  of  their  series  of  educational 
classics.  We  commend  the  Emile  to 
every  one  interested  in  the  education  of 
the  young. 

Critic,  New  York:  Messrs.  D.  C. 
Heath  &  Co.  are  the  publishers  of  a  new 
and  important  series  of  works  for  teach- 
ers. In  contributing  further  means  for 
the  enlightenment  of  our  teaching  world, 
the  editors  and  translators  engaged  in 
this  series  are  doing  a  work  which  can- 
not fail  of  recognition  and  utility. 


A  History  of  Pedagogy. 


Translated  from  GABRIEL  COMPAYRE'S  Histoire  de  la  Pedagogic,  by  W.  H. 
PAYNE,  Professor  of  the  Science  and  the  Art  of  Teaching  in  the  University 
of  Michigan,  who  adds  an  Introduction,  Notes,  References,  and  an  Index. 
5)4  by  7)<j  inches.  Cloth,  xxvi  +  592  pages.  Price  by  mail,  $1.75;  In- 
troduction price,  $l.6o. 

HTHIS  book  is  confidently  recommended  to  teachers  and  to  students 

of  Pedagogy,  because,  — 
i.   //  is  comprehensive  without  being  tedious.     It  covers  the  whole 


EDUCATION. 


Ill 


historic  period,  exhibits  the  progress  made  from  age  to  age  in  the 
theory  and  art  of  education,  and  makes  known  the  manner  in  which 
the  greater  nations  and  thinkers  have  understood  the  educational  prob- 
lem. By  this  treatment  of  the  subject,  the  teacher  may  become  "  the 
spectator  of  all  time  and  all  existence,"  in  whatever  pertains  to  his 
vocation.  There  is  no  other  book  which  is  so  well  adapted  to  broaden 
and  liberalize  the  teaching  profession. 

2.  //  is  clear  and  interesting.    M.  Compayre*  has  not  only  the  genius 
of  selection,  but  also  of  clear  and  interesting  presentation.     The  whole 
treatise  is  a  series  of  clearly  cut  pictures,  each  having  its  own  individu- 
ality, and  impressing  its  own  special  lesson.     For  the  most  part,  the 
successive  sketches  are  typical ;    duplicates  are  purposely  and  wisely 
omitted.     Only  the  highest  literary  art  can  combine  comprehensiveness 
and  clearness  ;  but  these  effects  are  realized  in  this  History  of  Pedagogy. 

3.  //  is  critical  and  instructive.      Historical  facts,  in  order  to  be 
instructive  and  helpful,  must  be  interpreted ;  and  such  interpretation 
must  come  through  critical  insight.     M.  Compayre'  has  this  endowment 
in  a  pre-eminent  degree.     In  him  the  reader  finds  a  safe  as  well  as  a 
suggestive  and  entertaining  guide.     In  this  case  history  is  truly  "  Phi- 
losophy teaching  by  example." 


WHAT  LEADING   EDUCATORS  THINK  OF  IT. 


Gabriel  Compayr6,  Chambre  des 
Deputes,  Parts :  Votre  traduction  me 
parait  excellente,  et  je  vous  remercie  des 
soins  que  vous  y  avez  mis.  J'ai  grand 
plaisir  A  me  relire  dans  votre  langue, 
d'autant  que  vous  n'avez  rien  neglige 
pour  1'impression  materielle.  Combien 
vos  editions  Americaines  sont  superieures 
aux  n6tres !  (10  Avril,  1886.) 

Dr.  W.  T.  Harris,  Concord,  Mass.  : 
Professor  Payne  has  done  a  real  service  to 
education  in  translating  M.  Compayre's 
History  of  Pedagogy.  The  work  has 
great  merits.  Indeed,  it  is  indispensable 
among  histories  of  education,  for  the  rea- 
son that  it  shows  us  the  subject  from  the 
standpoint  of  a  Frenchman  of  broad  and 
sound  culture.  The  history  of  education 
has  not  been  hitherto  well  represented 
in  English  educational  literature,  and  yet 


it  is  the  most  important  branch  for  the 
teacher.  I  congratulate  you,  therefore, 
upon  the  accession  of  Professor  Payne's 
work  to  your  list.  (April  2,  1886.) 

G.  Stanley  Hall,  Prof,  of  Pedagogy 
and  Psychology,  Johns  Hopkins  Univ. : 
It  'is  the  best  and  most  comprehensive 
universal  history  of  education  in  English. 
The  translator  has  added  valuable  notes. 

Mrs.  Horace  Mann,  Boston :  I  con- 
sider anything  of  his  not  only  authentic 
but  invaluable,  because  of  his  candid 
mind  and  thorough  interest  in  the  sub- 
ject, which  enables  him  to  give  exhaus- 
tive treatises  upon  all  points. 

Miss  Elizabeth  P.  Peabody,  Bos- 
ton, Mass. :  If  Compayre's  History  of 
Pedagogy  had  nothing  else  in  it  but 


112 


EDUCATION. 


what  he  says  of  Pere  Girard's  work  and 
books  (between  pages  465  and  475), espe- 
cially with  respect  to  teaching  children 
their  mother  tongue,  it  would  be  worth 
publishing.  I  trust  all  the  newspapers  and 
magazines  that  write  of  Indian  education 
will  copy  these  ten  pages,  and  all  the 
instructors  of  Indians  will  ponder  them, 
and  those  who  write  elementary  books 
for  the  education  of  Indians  as  Indian 
commissioner  Oberlitz  recommends,  will 
follow  Pere  Girard's  suggestions.  If 
Compayr6  has  not  been  so  happy  in  his 
estimate  of  Frcebel,  it  is  due,  I  think,  to 
Frcebel's  inferior  power  of  expressing  his 
ideas  in  his  books  for  practice.  Froebel 
is  identical  with  Pere  Girard  in  his 
methods,  and  in  his  all  predominating 
moral  aims,  and  was  by  no  means  a  mere 
Deist,  but  eminently  a  Christian. 
(April  21,  1886.) 

E.  E.  Higbee,  State  Supt.  of  Public 
Instruction,  Harrisburg,  Penn. :  I  have 
for  some  time  regarded  it  as  a  very  valu- 
able work,  and  am  glad  to  see  it  in  Eng- 
lish. I  hope  it  may  be  introduced  into 
all  the  normal  schools  of  this  State,  and 
give  a  dignified  impetus  to  studies  of  such 
character,  so  much  needed  and  so  valu- 
able. (April  24,  1886.) 

M.  A.  Newell,  State  Supt.  of  Educa- 
tion, Baltimore,  Md. :  It  is  a  very  valu- 
able addition  to  our  pedagogic  literature ; 
it  is  as  brief  as  the  breadth  of  the  subject 
would  allow,  and  is  comprehensive  and 
philosophical.  The  notes  and  index 
added  by  Professor  Payne  very  much 
increase  the  value  of  the  work,  both  to 
students  and  to  anxious  inquirers  of  the 
busy  sort.  (May  12, 1886.) 

D.  L.  Kiehle,  State  Supt.  of  Public 
Instruction,  St.  Paul,  Minn.  :  I  can  cor- 
dially recommend  it  as  an  essential  to 
every  teacher's  library.  It  is  both  com- 
prehensive and  definite.  It  is  conse- 
quently interesting  and  instructive,  i 
am  certain  it  will  be  recognized  as  a  val- 


uable contribution  to  our  small  but  select 
supply  of  educational  literature. 
(April  26,  1886.) 

J.  W.  Stearns,  Prof,  of  the  -Science 
and  Art  of  Teaching,  Univ.  of  Wis.  :  I 
have  read  it  with  great  satisfaction  and 
pleasure,  and  regard  it  as  a  valuable 
addition  to  the  limited  number  of  useful 
books  on  education  now  accessible  to 
American  teachers.  Its  treatment  of  the 
subject  is  broad  and  catholic,  its  criti- 
cisms discerning,  and  it  has  attained 
unity  and  continuity  in  the  presentation 
of  very  complex  and  heterogeneous 
materials.  It  will,  I  believe,  serve  to 
increase  interest  in  the  history  of  educa- 
tional thought  and  experience, — an  end 
greatly  to  be  desired.  (May  3,  1886.) 

S.  N.  Fellows,  Prof,  of  Didactics, 
State  Univ.  of  Iowa  :  It  is  comprehen- 
sive in  scope,  clear  in  thought  and  style, 
and  is  both  critical  and  accurate.  I  am 
sure  that  the  historical  phase  of  educa- 
tional study  will  receive  a  new  impetus 
from  this  book.  It  should  find  a  place 
in  every  earnest  teacher's  library. 
(April  26,  1886.) 

Nicholas  Murray  Butler,  Acting 
Prof,  of  Philosophy,  Columbia  Coll., 
New  York:  I  have  examined  it  with 
great  interest.  The  book  was  familiar 
to  me  in  the  original,  and  I  am  very 
glad  to  see  it  brought  within  the  reach 
of  the  English-speaking  public.  In 
response  to  the  great  interest  which 
has  sprung  up  in  educational  matters  in 
the  last  few  years,  the  practical  side  of 
education  has  been  treated  of  out  of  all 
proportion,  while  the  theoretical  and  his- 
torical aspects  of  pedagogics  have  been 
somewhat  overlooked.  Compayre's  book 
remedies  at  least  one  of  these  omissions. 
If  our  teachers  are  to  be  efficient  and 
economical  of  time  and  force,  they  must 
be  trained  for  their  profession,  and  an 
essential  part  of  that  training  consists  in 
knowing  what  educators  of  previous  cen- 


EDUCATION. 


113 


turies  and  generations  have  said  and 
done.  This  implies  an  acquaintance 
with  the  history  of  pedagogy.  Com- 
payre's  modest  little  book  subserves  this 
end,  and  should  be  in  the  hands  of  every 
teacher,  every  normal -school  student, 
and  on  the  list  of  every  "  reading  circle." 
It  is  especially  valuable  for  its  full  treat- 
ment of  the  rationalistic  movement  led  in 
France  by  Rabelais  and  Montaigne,  for 
its  analysis  of  Rousseau's  "  Emile "  and 
its  notice  of  the  philosophy  of  education 
evolved  by  the  French  Revolution.  The 
chapter  on  "Women  as  Educators"  is, 
so  far  as  I  can  recall,  a  novelty  in  just 
such  a  book  as  this,  and  moreover  is  a 
suggestive  and  valuable  one.  I  predict 
for  the  book  the  greatest  success,  for  it 
deserves  it,  and  comes  at  a  most  oppor- 
tune time.  I  have  shown  my  appreci- 
ation of  Compayre's  History  of  Peda- 
gogy practically,  by  putting  it  on  the 
list  of  books  recommended  as  an  intro- 
ductory course  of  reading  in  pedagogics. 
{April  22,  1886.) 

H.  K.  Edson,  Prof,  of  Didactics,  Iowa 
Coll. :  I  wish  to  express  my  high  appre- 
ciation of  the  work,  and  my  obligations 
to  you  and  to  the  translator  in  bringing 
it  out  in  English  for  American  teachers. 
It  is  unique  in  itself  and  greatly  needed 
by  our  professors.  It  gives  in  compact, 
convenient  form  what  we  have  been  com- 
pelled to  hunt  for,  and  often  in  vain,  in 
cyclopedias  and  general  history.  I  prize 
it  greatly,  and  have  introduced  it  in  our 
didactic  course  in  college. 
{April  28,  1886.) 

Edw.  A.  Allen,  Dean  of  Nor.  Fac. 
Univ.  of  Mo.  :  1  have  looked  into  it  far 
enough  to  see  that  it  is  the  best  book  on 
the  subject  that  I  can  put  into  the  hands 
of  the  normal  class  next  year. 

H.  H.  Freer,  Prin.  of  Prep,  and  Nor. 
Depts.,  Cornell  Coll.,  la. :  It  should  be 
placed  in  teachers'  libraries  and  in  the 
list  of  books  for  reading  circles,  and  may 


be  used  with  profit  as  a  text-book  in 
normal  schools.  I  shall  recommend  it 
to  teachers  and  give  it  a  place  in  the 
post-graduate  course  of  study  provided 
for  those  of  our  graduates  who  may  elect 
studies  in  the  science  and  art  of  teach- 
ing to  obtain  the  master's  degree. 
{April  27,  1886.) 

"W.  M.  Beardshear,  Pres.  of  West- 
ern Coll.,  Toledo,  la. :  It  is  the  freshest, 
wisest,  and  best  of  books  of  that  class. 
No  one  interested  in  education  can 
afford  to  do  without  it.  We  will  make 
a  place  for  it  at  our  early  convenience. 
{June  23,  1886.) 

Larkin  Dunton,  Prin.  of  Nor- 
mal School,  Boston  :  I  have  read  it  with 
keen  interest.  It  is  a  valuable  contribu- 
tion to  the  educational  literature  availa- 
ble for  English  readers.  The  "  analytical 
summaries "  are  important  additions. 
The  work  deserves  an  immense  sale,  and 
I  hope  American  teachers  will  buy  so 
freely  as  to  encourage  Prof.  Payne  and 
his  publishers  to  continue  the  same  line 
of  work.  {April  26,  1886.) 

E.  H.  Russell,  Prin.  of  State  Normal 
School,  Worcester,  Mass. :  It  is  a  hand- 
some book  throughout,  with  everything 
about  it  that  makes  a  book  pleasant  to 
the  eye  and  agreeable  to*  use.  Without 
going  into  particulars,  I  say  unhesitat- 
ingly that  it  is  a  very  valuable  addition  to 
our  lengthening  list  of  first-rate  books  in 
English  for  teachers.  I  have  put  it  into 
the  hands  of  our  senior  class,  and  have 
recommended  it  to  our  graduates,  as  I 
do  to  all  teachers  who  desire  to  learn 
from  a  fresh  and  interesting  source  some- 
thing of  the  history  of  school  education 
and  of  the  principles  that  underlie  it. 
(April  21,  1886.) 

D.  B.  Hagar,  Prin.  of  Normal  School, 
Salem,  Afass. :  I  have  read  it  with  great 
interest,  pleasure,  and  profit.  It  is  a 
work  that  ought  to  be  in  every  educa- 


114 


EDUCATION. 


tional   library  and   in  the  possession  of 
every  teacher.  (April  20,  1886.) 

Thomas  J.  Morgan,  Prln.  of  Nor- 
mal School,  Providence,  R.I. :  It  is  doubt- 
ful if  a  more  valuable  contribution  has 
ever  been  made  to  our  pedagogical  lit- 
erature than  the  translation  of  Com- 
payre's  History  of  Pedagogy.  It  gives 
in  a  clear,  concise,  comprehensive  way 
the  chief  views  of  education  that  have 
been  forceful  in  the  past,  and  is  invalua- 
ble to  every  one  who  wishes  to  have 
just  views  of  pedagogy.  I  know  of  no 
better  book  on  this  subject.  It  is  my 
purpose  to  introduce  it  into  the  normal 
school.  I  hope  to  see  it  widely  adopted 
in  the  reading  circles.  (March  15,  1886.) 

D.  J.  Waller,  Jr.,  Prin.  of  State 
Normal  School,  Bloomsburg,  Penii. :  The 
introduction  is  enough  to  make  it  evi- 
dent that,  whether  he  be  a  safe  guide 
or  not,  he  is  a  vigorous  and  comprehen- 
sive thinker,  and  that  the  book  will  be 
exceedingly  stimulating.  I  look  upon 
the  reading  of  it  as  one  of  the  most 
promising  pleasures  of  the  near  future. 
In  the  great  dearth  of  writers  in  English 
upon  this  subject,  I  have  taken  it  for 
granted  from  the  little  I  have  read  that 
we  shall  make  it  the  text-book  for  our 
classes.  {April  24,  1886.) 

* 

Geo.  P.  Beard,  Prin.  of  Central  State 
Normal  School,  Lock  Haven,  Pa.:  The 
next  class  and  all  succeeding  classes  in  all 
of  our  State  normal  schools  will  take  the 
subject  hereafter,  and  it  is  not  unlikely 
that  your  book  will  find  its  way  into 
many  of  our  schools.  Your  book  is 
more  satisfactory  than  any  I  have  yet 
examined,  and  has  many  features  to  rec- 
ommend it  to  the  favor  of  educators. 
Without  attempting  a  detailed  review,  I 
will  say  I  consider  it  a  most  excellent 
work  for  teachers  and  for  normal-school 
uses.  (March  13,  1886.) 

Cyrus  W.  Hodgin,  Prin.  of  Rich- 
mond Normal  School,  Ind. :  I  am  reading 


it  with  both  pleasure  and  profit.  I  know 
of  nothing  published  in  the  English  lan- 
guage that  could  fill  its  place.  I  am 
making  it  the  basis  of  the  present  term's 
work  on  the  history  of  education. 
(April  23,  1886.) 

Edwin  C.  Hewett,  Pres.  of  Illinois 
State  Normal  Univ. :  I  am  greatly 
pleased  with  the  book,  and  know  that 
you  have  done  the  teachers  a  valuable 
service  in  publishing  it.  The  author's 
work  is  judicious  and,  for  ordinary  pur- 
poses, sufficiently  comprehensive.  I 
rarely  find  myself  disposed  to  differ 
from  his  opinions,  so  clearly  expressed. 
Professor  Payne's  analyses  and  notes  are 
a  very  valuable  addition. 
(May  5,  1886.) 

Irwin  Shepard,  P/-es.  of  State  Nor- 
mal School,  Winona,  Minn. :  We  have 
long  needed  a  book  on  the  history 
of  education  suitable  for  professional 
classes.  Payne's  translation  fully  meets 
this  want.  We  adopted  it  immediately 
upon  its  publication,  and  are  now  using 
it  with  great  satisfaction  in  a  class  of 
sixty  members.  Through  the  aid  of  this 
book,  the  subject  has  assumed  a  new 
interest  and  importance  to  all  our  stu- 
dents and  teachers.  Among  the  most 
valuable  features  of  the  book,  I  would 
mention  Professor  Payne's  analytical 
summaries  and  notes.  (April  23,  1886.) 

A.  P.  Taylor,  Pres.  of  State  Normal 
School,  Emporia,  Kan. :  We  have  been 
using  it  during  the  present  term.  It  has 
given  great  satisfaction.  So  far  as  I 
know,  there  is  nothing  in  the  English 
language  possessing  such  general  excel- 
lence. It  is  comprehensive,  philosophi- 
cal, helpfully  critical,  and  suggestive.  A 
live  teacher  can  hardly  afford  to  be  with- 
out it.  I  commend  it  most  heartily  to 
my  brethren  in  the  normal  schools  of  the 
United  States.  (May  3,  1886.) 

R.  C.  Norton,  Pres.  of  State  Normal 
School \  Cape  Girardeau,  Mo. ;  It  is  rcc- 


EDUCATION. 


115 


ommended  for  adoption  as  a  text-book 
in  that  subject  for  this  school. 
(April  26,  1886.) 

H.  T.  Tarbell,  Supt.  of  Public 
Schools,  Providence,  R.I.  :  It  is  a  work  of 
great  value.  The  translation  is  in  clear 
and  elegant  English,  and  the  whole  work 
most  readable  while  profound.  There 
is  no  work  within  my  knowledge  to  com- 
pare with  it  except  Quick's  "  Educational 
Reformers,"  a  very  valuable  work,  but  less 
full  and  interesting  than  Compayre's. 
You  have  done  the  educational  world  a 
great  service  by  the  publication  of  this 
book.  (June  4,  1886.) 

James  MacAlister,  Supt.  of 
Schools,  Philadelphia:  You  have  con- 
ferred a  real  favor  upon  the  teaching 
profession  of  this  country  in  publishing 
Professor  Payne's  translation  of  Com- 
payre's History  of  Pedagogy.  The  book 
is  especially  welcome  just  now  when 
larger  views  of  the  teacher's  education 
are  beginnining  to  obtain.  It  is  the  best 
outline  which  has  yet  been  written,  and 
Professor  Payne  has  translated  and 
edited  it  with  that  care  and  intelligence 
so  characteristic  of  all  his  work.  The 
book  is  admirably  adapted  for  the  use  of 
normal  schools  and  colleges  in  which 
pedagogy  is  a  recognized  study.  It  will 
be  found  profitable  also  for  private  study 
by  teachers.  No  teacher  can  read  this 
book  without  forming  higher  views  of  the 
importance  and  dignity  of  his  calling, 
and  learning  much  that  will  tell  upon  the 
scope  and  purpose  of  his  daily  work  in 
the  schoolroom.  (May  i,  1886.) 

C.  E.  Meleney,  Sitpt.  of  Schools, 
Paterson,  N.J. :  I  have  read  it  with 
great  pleasure  and  profit.  I  recom- 
mended it  for  adoption  as  a  part  of  the 
course  for  the  second  year  in  our  read- 
ing circle.  (June  26,  1886.) 

B.  C.  Hinsdale,  Supt.  of  Instruc- 
tion, Cleveland,  O.  :  I  find  it  outside  and 


inside  an  admirable  book ;  mechani- 
cally, it  is  neat  and  tasteful,  and  in  point 
of  doctrine,  arrangement,  and  style,  excel- 
lent. It  is  full  without  being  over-full, 
and  the  emphasis  is  in  the  right  places. 
The  book  will  assist  materially  in  rescu- 
ing the  history  of  educational  doctrine 
and  practice  from  the  neglect  with  which 
it  has,  in  this  country,  been  generally 
treated.  (April  27,  1886.) 

J.  G.  Kimball,  recent  Supt.  of  Schools, 
Newton,  Mass. :  It  is  a  most  timely  con- 
tribution to  the  bibliography  of  the 
teacher's  profession.  Few  can  read  it 
without  gaining  a  wider  outlook,  a  pro- 
founder  respect  for  the. conscientious  de- 
votion of  their  predecessors,  on  the  one 
hand,  and  a  conviction  of  the  substantial 
progress  in  educational  science,  on  the 
other.  The  work  is  admirably  done. 
The  original  of  Dr.  Compayr6  needs  no 
commendation,  while  it  has  been  so  thor- 
oughly "  Englished  "  by  the  able  editor 
as  to  retain  no  flavor  of  a  foreign  origi- 
nal, but  reads  like  a  product  indigenous 
to  our  literary  soil.  It  should  grace 
every  teacher's  library  and  become  a 
classic  in  his  professional  outfit. 
(May  ii,  1886.) 

Harriet  E.  Hunt,  Adelphi  Academy, 
Brooklyn,  N.Y.:  It  is  a  work  of  great 
value.  I  think  that,  taken  with  Bain's 
"  Science  of  Education,"  Compayre's 
work  would  make  a  pedagogical  library 
that  any  teacher  might  be  glad  to  own. 
(May  4,  1886.) 

Josiah  H.  Shinn,  Editor  and  Pub- 
lisher of  "  Arkansas  Teacher, "  Little 
Rock  :  I  have  not  been  so  well  pleased 
with  a  book  since  the  reading  of  Adam 
Smith  in  younger  days.  You  deserve 
credit  for  bringing  out  books  of  a  higher 
class  upon  teaching.  (April  6,  1886.) 

London  (England)  Journal  of 
Education:  We  should  like  all  those 
who  still  hesitate  as  to  the  use  of  study- 
ing the  history  of  education  to  read  M. 


116 


EDUCATION. 


Compayre's  serious  and  moderate  words 
on  the  subject :  we  feel  that  few  would 
rise  from  their  consideration  inclined  to 
doubt  that  the  practical  teacher  of  to-day 
will  do  his  work  all  the  better  for  know- 
ing how,  why,  and  when,  it  has  been 
done  before  his  time,  and  with  what 
results.  We  have  thoroughly  enjoyed 
M.  Compayre's  book,  and  can  conscien- 
tiously recommend  it  for  its  matter  and 
method  as  one  of  the  few  available  on 
the  interesting  history  of  pedagogy. 
(March  I,  1885.) 

Having  reviewed  at  length  the  original 
work,  and  stated  our  opinion  that,  for  its 
size,  it  is  the  best  existing  book  of  its 
class  either  in  French  or  German,  we 
may  content  ourselves  with  noting  that 
the  Michigan  Professor  of  Pedagogy  has 
given  us  a  careful  and  very  readable 
English  translation.  (M<iy  I,  1886.) 

Nicholas  Murray  Butler,  Colum- 
bia Coll.,  in  "  Science  "  :  For  the  purpose 
of  giving  a  general  knowledge  of  past 
educational  theories  and  practices,  we 
know  of  no  book  so  useful.  While  not 
so  special  and  technical  as  to  be  unin- 
teresting to  the  general  reader,  it  is  full 
enough  for  the  average  teacher.  Taken 
altogether,  it  is  a  valuable  manual,  and 
may  safely  be  recommended  to  teachers 
and  reading-circles.  And  for  the  use  of 
the  general  public  who  are  not  teachers, 
we  know  no  book  at  once  so  complete 
and  so  free  from  technicalities. 

Boston   Daily  Advertiser :    The 

translator  and  the  publisher  of  this  work 
deserve  no  small  degree  of  praise  for 
bringing  before  the  educational  public 
this  excellent  treatise.  The  book  is  one 
that  will  undoubtedly  prove  a  most 
valuable  acquisition  to  the  libraries  of 
our  normal  schools.  It  is  to  be  com- 
mended to  the  special  attention  of  ail 
interested  or  actively  engaged  in  the 
work  of  education,  both  for  the  value 
of  the  material  that  it  contains  and  for 


the  very  clear  and  readable  shape  that 
the  translator's  labors  have  given  to  it. 
(June  i,  1886.) 

The  (London)  Literary  World, 
England :  We  think  we  have  said 
enough  to  show  that  this  is  a  book  which 
every  practical  educator  should  read. 

A.  E.  Winship,  Editor  of  "New 
England  Journal  of  Education  "  :  Since 
this  remarkable  volume  first  entered 
our  office  it  has  been  an  inspiration. 
Professor  Payne  has  done  American 
schoolmen  a  positive  service  in  his  ad- 
mirable translation,  arranging  the  mat- 
ter in  tempting  shape,  giving  it  a  fresh, 
spicy,  readable  tone.  It  is  the  History 
of  Pedagogy;  set,  however,  in  the  phi- 
losophies, biographies,  social  character- 
istics, religious  tendencies,  political  affili- 
ations, of  the  various  periods  of  the 
world's  history.  It  is  great  as  a  revela- 
tion of  the  movement  of  pedagogical 
science.  It  is  greater  as  a  revelation  of 
the  movement  of  history  with  the  school- 
master's hand  upon  the  plastic  minds  of 
the  formative  periods  of  nations. 

Virginia  Educational  Journal : 
The  work  of  a  distinguished  French- 
man who  was  admirably  fitted  by  taste, 
education,  and  experience  to  undertake 
a  thorough  discussion  extending  over 
t.he  whole  field. 

The  Morning  Star,  Boston :  Com- 
payre  will  be  for  years  the  best  single  book 
on  the  subject  for  the  teacher  to  own. 
No  one  can  rise  from  the  perusal  of  the 
work  without  an  inspiration  to  more 
active  service  in  the  cause  of  compulsory 
free  schools  for  every  child  of  the  Repub- 
lic. 

Academic  Quarterly,  'Glens  Falls, 
JV.  Y. :  It  is  doubtless  not  too  much  to 
say  of  this  work  that  it  is  the  very  best  of 
its  kind  to  which  teachers  have  access. 
(May,  1886.) 


EDUCATION. 


119 


Pennsylvania   School    Journal, 

Harrtsburg :  This  ought  to  be  a  welcome 
book.  For  a  reliable  and  comprehen- 
sive history  of  pedagogics  we  know  not 
better  where  to  turn  than  to  the  volume 
so  well  translated  and  so  intelligently 
edited  by  Professor  Payne. 
(June,  1886.) 

Education,  Boston  :  Our  great  desid- 
eratum has  been  an  artistic  and  critical 
treatment  of  the  history  of  education  and 
of  educational  doctrines,  within  moder- 
ate limits,  —  a  work  that  at  the  same  time 
might  sustain  interest  and  be  a  safe 
guide  to  our  teachers  in  their  efforts  at 
self-culture.  To  be  thus,  —  brief  but  not 
scrappy,  entertaining  but  not  frivolous, 


comprehensive  and  suggestive  but  not 
verbose,  critical  without  loss  of  judicial 
fairness,  and,  withal,  to  sketch  with  the 
animation  and  symmetry  of  the  artist, — 
requires  the  broadest  culture,  the  clear- 
est insight  of  the  problems  involved,  and 
the  devotion  of  an  enthusiast.  All  these 
high  qualities  Monsieur  Compayr6  has 
brought  to  the  production  of  his  unique 
"  History  of  Pedagogy."  This  book  sup- 
plies in  a  large  measure  our  especial 
need.  Professor  Payne's  timely  comple- 
tion of  his  task  has  now  placed  the  lucid 
and  inspiring  thought  of  the  brilliant 
French  educator  within  the  reach  of  all. 
He  has  thereby  done  a  special  service  to 
American  teachers,  which  we  predict 
they  will  not  be  slow  to  appreciate. 


Gill's  Systems  of  Education. 

A  history  and  criticism  of  the  principles,  methods,  organization,  and 
moral  discipline  advocated  by  eminent  educationists.  By  JOHN  GILL, 
Professor  of  Education,  Normal  College,  Cheltenham,  England.  4^  by 
6^4  inches.  Cloth,  viii+312  pp.  Price  by  mail,  $1.10;  Introduction 
price,  $1.00. 

OCHOOL  education  has  to  become  a  science.  One  means  to  this 
end  is  to  gather  and  examine  what  has  been  done  by  those  who 
have  been  engaged  therein,  and  whose  position  or  success  has  given 
them  a  right  to  be  heard. 

Professor  Gill's  book  includes  in  its  treatment  the  systems  repre- 
sented by :  — 

The  Pioneers ;  Roger  Ascham ;  Comenius ;  John  Milton ;  John 
Locke ;  Vicesimus  Knox ;  The  Edgeworths ;  Pestalozzi ;  Oberlin  : 
Wilderspin  ;  Mayos  ;  Home  and  Colonial  School  Society ;  Frcebel : 
Dr.  Andrew  Bell;  Joseph  Lancaster;  The  Intellectual  System;  Storr's 
Training  System ;  Brougham ;  Thomas  Wyse  ;  Horace  Grant  and  the 
Educative  Department  in  Present  Existence. 

Much  valuable  and  entertaining  biographical  matter  is  presented  in 
connection  with  what  the  author  has  to  say  of  the  founder  of  each 
system.  The  Lancaster  and  Bell  systems  especially  receive  a  fulness 
of  treatment  never  met  in  French  or  German  works  on  the  History  of 
Education.  The  various  chapters  of  this  book  were  first  presented  as 


120 


EDUCATION. 


lectures  to  students  in  English  training  colleges ;  and  the  author  has 
given  them  this  permanent  form  in  the  hope  that  they  may  stimulate 
those  just  starting  in  their  profession,  ever  to  work,  with  the  purpose 
of  placing  their  art  on  a  scientific  basis. 

The  follmving  commendations  of  this  book  have  already 
been  received  ;  — 


W.  H.  Payne,  Prof,  of  the  Science 
and  Art  of  Teaching,  Univ.  of  Michi- 
gan :  I  have  a  high  opinion  of  Gill's 
Systems  of  Education,  and  can  heartily 
commend  it  to  those  who  wish  to  make 
a  study  of  the  more  celebrated  English 
teachers  and  their  systems  of  education 
and  instruction.  I  know  of  no  other 
book  where  such  information  can  be 
so  conveniently  found.  (May  3,  1886.) 

Wm.  T.  Harris,  Concord,  Mass.:  I 
can  say  truly  that  I  think  it  eminently 
worthy  of  a  place  on  the  Chautauqua 
Reading  List,  because  it  treats  so  ably 
the  Lancaster  and  Bell  Movement  in 
Education,  —  a  very  important  phase. 

E.  H.  Russell,  Prin.  State  Normal 
School,  Worcester,  Mass. :  It  will  prove 
a  most  valuable  help  in  studying  the  his- 
tory of  education,  and  from  its  conven- 
ient size  will  be  preferred  by  many  to 
the  bulkier  and  more  ambitious  treatises 
on  the  same  subject.  Though  brief,  it  is 
not  meagre.  You  have  put  it  in  very 
comely  attire,  and  I  hope  it  will  have  a 
good  sale. 

I  shall  adopt  it  in  this  school  as  one 
of  our  regular  books  in  the  history  of 
education.  It  will  conflict  with  nothing 
now  in  use ;  it  is  well  written :  it  deals 
ably  with  the  phases  of  instruction  and 
training  that  have  held  sway  in  England ; 
its  size  and  cheapness  make  it  possible 
to  use  it  as  a  supplementary  book  where 
others  have  possession  of  the  field. 

Nicholas  Murray  Butler,  Acting 
Prof,  of  Philosophy,  Ethics,  and  Psychol- 
ogy, Columbia  Coll.,  New  York:  Gill 


emphasizes  some  features  in  English 
pedagogy;  for  instance,  the  work  of 
Bell,  of  Lancaster,  and  of  the  Edge- 
worths,  that  are  seldom  mentioned  in 
the  French  and  German  histories  of  edu- 
cation. I  knew  of  the  announcement  of 
the  book,  but  did  not  expect  it  to  be 
published  so  soon.  Had  I  known  that 
it  was  ready,  it  should  certainly  have  had 
a  place  in  the  course  of  reading.  If  a 
new  issue  is  necessary,  as  seems  proba- 
ble, I  will  add  it  to  the  list. 

Education,  Boston  :  Aside  from  the 
historical  merit  of  the  book,  the  criticism 
contained  in  it  is  temperate  and  judi- 
cious. We  deem  it  worthy  a  place  in 
every  teacher's  library. 

Prof.  Bain,  Aberdeen,  Scot. :  A  valua- 
ble little  book  on  the  Systems  of  Educa- 
tion. 

Schoolmaster,  London  :  We  recom- 
mend it  to  all  whose  duty  or  pleasure  it 
is  to  aid  in  the  great  work  of  education. 

School  Guardian,  London:  We  wel- 
come Mr.  Gill's  book  as  a  valuable  con- 
tribution to  the  literature  of  the  art  of 
teaching. 

School  Board  Chronicle,  London  : 
The  book  is  clearly,  forcibly,  and  pleas- 
antly written. 

Educational  Times,  London :  Will 
doubtless  be  read  with  interest. 

Saturday  Review,  London  :  A  very 
clear  and  intelligent  account  of  the  dif- 
ferent systems  of  education. 


EDUCATION. 


121 


Rosminivs  Method  in  Education. 

Translated  from  the  Italian  of  ANTONIO  ROSMINI  SERBATI  by  Mrs. 
WILLIAM  GREY,  whose  name  has  been  widely  known  in  England  for 
many  years  past  as  a  leader  in  the  movement  for  the  higher  education 
of  women.  5^  by  7^  inches.  Cloth.  About  400  pp.  Price  by  mail, 
^1.75;  Introduction  price,  $1.60. 

HPHIS  is  a  work  of  singular  interest  for  the  educational  world,  and 
especially  for  all  those  who  desire  to  place  education  on  a  scientific 
basis. 

It  is  an  admirable  exposition  of  the  method  of  presenting  knowl- 
edge to  the  human  mind  in  accordance  with  the  natural  laws  of  its 
development ;  and  the  disciples  of  Froebel  will  find  in  it  not  only  a 
perfectly  independent  confirmation,  but  the  true  psychological  estimate 
of  the  principles  of  Froebers  kindergarten  system.  We  believe  that 
this  translation  of  the  work  of  the  great  Italian  thinker  will  prove 
a  boon  to  all  English-speaking  lovers  of  true  education  on  both  sides 
of  the  Atlantic.  \_Ready  in  October. 


Mr.  Thomas  Davidson,  Orange, 
N.J. :  It  is  one  of  the  most  careful  works 
of  the  ablest  and  most  comprehensive 
thinker  of  the  nineteenth  century,  a  man 
of  whom  friend  and  foe  alike  speak  with 
reverence  as  of  a  saint,  and  who,  indeed, 
was  a  saint.  (Feb.  20,  1886.) 

The  University,  Chicago :  Any 
American  student  of  pedagogy,  who, 
after  working  in  the  German  literature 
of  the  subject,  has  found  relief  by  turn- 
ing to  the  French  writers,  will  experience 
the  same  pleasant  impression  on  becom- 
ing acquainted  with  the  educational  liter- 
ature of  Italy.  Lightness  and  clearness 


are  among  its  valuable  qualities ;  while  no 
one  that  has  undertaken  Siciliani  or  Ros- 
mini  will  deny  its  depth  and  solidity.  To 
an  American  schoolman  it  is  a  wholesome 
lesson  to  survey  the  foreign  pedagogic 
field  and  to  learn  that  the  great  questions 
which  press  for  solution  at  home  are  the 
questions  among  other  peoples  also, 
where  they  may  often  be  seen  in  more 
advanced  stages  of  development,  or  even 
already  settled.  By  no  means  do  we 
lead  the  world  in  education.  We  are  a 
vigorous  younger  child  in  the  great 
family  of  cultured  nations,  becoming 
now  old  enough  to  respect  our  elders. 


Lectures  to  Kindergartners. 

BY  ELIZABETH  P.  PEABODY.  Published  at  the  urgency  of  a  large 
number  of  Kindergartners,  inasmuch  as  Miss  Peabody  is  no  longer  able 
to  speak  viva  voce.  $%  by  7^  inches.  Cloth.  viii+  225  pages.  Price  by 
mail,  $1.10;  Introduction  price,  $1.00. 

'"THE  first  of  these  lectures  introduced  and  interested  the  Boston 

public  in  Kindergarten  education.     The  seven  others  are  those 

which,  for  nine  or  ten  successive  years,  Miss  Peabody  addressed  to 


122  EDUCATION. 


the  training  classes  for  Kindergartners,  in  Boston  and  other  cities. 
They  unfold  the  idea  which,  though  as  old  as  Plato  and  Aristotle,  and 
set  forth  more  or  less  practically  from  Comenius  to  Pestalozzi,  was 
for  the  first  time  made  into  an  adequate  system  by  Frcebel.  The 
lectures  begin  with  the  natural  exemplification  of  this  idea  in  the  nursery, 
followed  by  tw6  lectures  on  how  the  nursery  opens  up  into  the  Kinder- 
garten through  the  proper  use  of  language  and  conversation  with 
children,  finally  developing  into  equipoise  the  child's  relations  to 
his  fellows,  to  nature,  and  to  God.  Miss  Peabody  draws  many 
illustrations  from  her  own  psychological  observations  of  child-life. 

Habit  and  its  Importance  in  Education. 

An  Essay  in  Pedagogical  Psychology.  Translated  from  the  German  of 
DR.  PAUL  RADESTOCK  by  F.  A.  CASPARI,  Teacher  of  German,  Girls'  High 
School,  Baltimore ;  with  an  Introduction  by  DR.  G.  STANLEY  HALL,  Pro- 
fessor of  Psychology  and  Pedagogy,  Johns  Hopkins  University.  5^  by  7^ 
inches.  Cloth,  ix+nj  pages.  Price  by  mail,  65  cents;  Introduction 
price,  60  cents. 

pROFESSOR   RADESTOCK  has  devoted  some  of  the  best  years 
of  his  life  to  practical  teaching  and  a  research  into  the  principles 
at  the  base  of  most  habits.     His  book  contains  an  able  and  practical 
discussion  of:  — 

I.  Value  and  Limits  of  Education;  Force  and  Value  of  Habit; 
Various  Definitions  of  Habit.  II.  Relations  between  Psychology  and 
Physiology ;  Cause  and  Effect  of  Sensorial  Impressions  ;  Various  Ways 
of  extending  Impressions.  III.  Relations  of  Concepts  to  each  other. 

IV.  Properly  associated  Habits ;    Habit  and  Habitude ;    Principle  of 
Associated  Practice ;    Repetition ;    Habit  in  the  Organic  World ;  Re- 
sults of  Habit ;    Negative  and  Positive  Use  of  Power ;    Division  and 
Concentration  of  Power ;  Aim  of  Human  Education ;  Object  Lessons. 

V.  The    Intellect ;    Memory   and   Imagination ;    Process    of    Logical 
Thinking ;    Conception   Series ;    Laws   of  the   Association  of  Ideas ; 
Talents   resulting  from  a  Combination  of  the   Imagination  and   the 
Intellectual   Faculties.      VI.   The   Will;    Influence   of  Habit   on   the 
Entire    Psychological    Life ;   Value  of  Associates   and   Environment ; 
Habitude  of  Personal  Action ;    Advantage   of  School  versus   Home 
Education.     VII.    Special    Habits:    Cleanliness;    Punctuality;    Neat- 
ness ;   Endurance  ;    Self-Control ;    Obedience  ;    Politeness  ;    Attention ; 


EDUCATION. 


123 


Diligence ;    Unselfishness ;     Exercise ;    Study.     VIII.   Moral    Habits. 

IX.  Extreme  Habituation,  111  Effects  of;  Three  Theories  concerning 
the   Emotions ;    Necessity  of  Change   in  Instruction ;    Punishments ; 
Higher  /Esthetic  Feelings  ;  Prejudice  ;  Pedantry  ;  Law  of  Relativeness ; 

X.  Habit  and  Free  Will ;  Genius  ;  Insanity.     XI.   An  Appendix. 

Bacon  says :  "  Since  custom  is  the  principal  magistrate  of  man's 
life,  let  men,  by  all  means,  endeavor  to  obtain  good  customs.  Cer- 
tainly, custom  is  most  perfect  when  it  beginneth  in  young  years ;  this 
we  call  education,  which  is  in  effect  but  early  custom." 

The  translator  has  done  her  work  admirably,  and  has  given  us 
entire  the  little  book  in  which  Dr.  Radestock  has  rendered  his  chief 
service  to  education. 


The  subjoined  extracts  from  letters  and  reviews  will 
aid  teachers,  normal- school  classes,  and  students  of 
psychology  generally,  to  form  some  idea  of  the  estimate 
placed  upon  the  book  by  competent  judges :  — 


John  Dewey,  Instructor  in  Philoso- 
phy, Ann  Arbor  Univ.,  Mich.  :  Radestock 
has  been  for  some  time  favorably  known 
by  means  of  his  psychological  mono- 
graphs, of  which  this  upon  Habit  is  ,no 
doubt  the  best,  as  it  is  also  without  doubt 
the  most  suggestive  and  fruitful  of  all 
monographs  upon  this  most  important 
of  educational  subjects.  Personally  I 
have  been  greatly  interested  in  the  wide 
range  of  psychological  knowledge  shown, 
and  in  the  command  of  the  best  methods 
and  results  of  the  newer  and  more  exper- 
imental psychology.  In  the  hands  of  a 
competent  teacher,  it  would  make  an 
excellent  introduction  to  the  later  methods 
of  looking  at  all  kinds  of  psychological 
subjects.  •  (May  7,  18-86.) 

Nicholas  Murray  Butler,  Acting 
Prof,  of  Ethics  and  Psychology,  Columbia 
Coll.,  N.  Y. :  Radestock's  book  is  a  most 
engaging  little  work,  and  I  trust  that 
teachers  may  be  led  to  read  its  words 
and  reflect  on  its  precepts.  I  knew  of 
its  announcement,  but  did  not  know  that 
it  was  ready;  otherwise  it  should  cer- 


tainly have  had  a  place  in  our  "  Course 
of  Reading."  (April  30,  1886.) 

J.  W.  Stearns,  Prof,  of  Science  and 
Art  of  Teaching,  Univ.  of  Wis.,  Madi- 
son :  It  is  a  very  interesting  and  valuable 
study  for  those  who  care  about  knowing 
the  psychological  basis  of  teaching.  You 
have  certainly  conferred  a  great  favor 
upon  teachers  by  placing  so  admirable 
a  treatise  within  their  reach,  and  I  hope 
it  may  become  widely  known. 
(May  26,  1886.) 

S.  N.  Fellows,  Chair  of  Mental  and 
Moral  Philosophy  and  'Didactics,  State 
Univ.  of  la. :  I  have  read  it  with  great 
interest,  and  regard  it  as  a  valuable  con- 
tribution to  pedagogical  literature.  It 
should  find  a  place  in  every  teacher's 
library.  It  may  certainly  be  affirmed 
that  good  habits  are  next  in  importance 
to  good  principles,  if  not  of  equal  impor- 
tance. And  this  book  is  full  of  valuable 
suggestions  to  the  educator  who  would 
aid  his  pupils  in  forming  right  habits. 
(May  25,  1886.) 


124 


EDUCATION. 


Julius  H.  Seelye,  Pres.  of  Amherst 
Coll.,  Alass. :  I  am  very  much  pleased 
with  Radestock's  Habit  in  Education. 
It  is  a  valuable  contribution  to  both 
educational  theory  and  practice. 
(May  6,  1886.) 

H.  P.  Judson,  Univ.  of  Minnesota, 
Minneapolis  :  I  have  had  time  as  yet  only 
for  a  cursory  examination  of  it,  but  should 
judge  it  an  interesting  and  valuable  addi- 
tion to  our  pedagogical  literature. 
(May  5,  1886.) 

Thomas  J.  Morgan,  Prin.  of  Nor- 
mal School,  Providence,  R.I. :  I  have  read 
it  with  a  great  deal  of  interest.  Recog- 
nizing that  the  work  of  the  teacher  con- 
sists largely  in  the  formation  of  right 
habits,  he  points  out  that  the  foundation 
of  the  work  must  be  laid  in  a  knowledge 
of  the  soul.  He  gathers  about  the  dis- 
cussion of  habit  a  great  deal  of  erudition 
and  sound  philosophy.  The  book  is 
stimulating  and  suggestive. 

C.  C.  Rounds,  Prin.  of  State  Normal 
School,  Plymouth,  N.H. :  I  had  the  pleas- 
ure of  reading  its  proof-sheets.  There  is 
need  in  educational  literature  of  just  such 
monographs  on  special  topics  in  psy- 
chology, brief,  philosophical,  suggestive. 
Teachers  will  do  themselves  a  favor  by 
carefully  reading  this  admirable  little 
book,  and  you  will  help  them  by  giving 
more  of  a  similar  kind.  (May  7,  1886.) 

E.  H.  Russell,  Prin.  of  State  Normal 
School,  Worcester,  Mass.:  It  is  a  most 
valuable  essay  in  pedagogical  psychology. 
It  is  full  of  the  spirit  of  modern  teaching, 
and  its  main  points  are  strongly  fortified 
by  abundant  references  to  the  master- 
educationists  of  the  present  century.  It 
will  prove  a  rare  "  find  "  to  hundreds  of 
teachers  who  are  seeking  to  ground 
themselves  in  the  philosophy  of  their  art. 
There  is  nothing  in  English,  so  far  as  I 
know,  that  covers  the  same  ground. 
Spencer  and  Bain  come  the  nearest  to  it. 


I  can  strongly  recommend  it  to  my  pupils 
and  fellow-teachers.  (May  7,  1886.) 

W.  N.  Hailmann,  Supt.  of  Schools, 
La  Porte,  Ind. :  The  wide  range  of  study 
it  covers  in  the  interest  of  its  subject,  its 
full  and  conscientious  quotations,  and  its 
thoughtful  analysis  of  the  matter  on  hand 
render  it  a  valuable  contribution  to  the 
helps  of  the  young  student  of  psychology. 
It  represents  and  opens  libraries  to  him. 
(May  20,  1886.) 

Mrs.  Horace  Mann,  Boston,  Mass.  : 
It  is  a  wonderfully  fine  analysis  of  mental 
conditions,  and  shows  the  importance 
of  good  habits.  It  is  invaluable  to  the 
student  of  child-nature.  The  litera- 
ture on  the  subject  of  habit  is  certainly 
treated  exhaustively  in  this  little  book, 
and  this  alone  makes  it  worth  the  peru- 
sal of  all  educators. 

Emma  Marwedel,  Kindergartner, 
San  Francisco,  Col.  :  Being  quite  familiar 
with  Dr.  Paul  Radestock's  German  pub- 
lications, I  value  your  effort  to  engraft 
his  psychologic  and  pedagogical  treatise 
on  habits  upon  our  American  educa- 
tional literature.  The  two  conflicting 
pedagogical  problems  of  forming  man  — 
either  by  limiting  his  individuality,  as  a 
whole,  through  the  power  of  habit,  or 
fostering  his  creative  originality,  as  a 
whole,  by  leaving  individuality  unlimited 
through  habits —  cannot  at  this  time,  when 
we  just  begin  to  foreshadow  the  neces- 
sity of  a  conscious  conception  of  public 
educational  impressions  (as  early  even 
as  the  cradle),  be  too  often  nor  loo 
strongly  brought  before  the  mind  of 
conscientious  educators,  not  excluding 
mothers.  We  need  thinking  on  educa- 
tion. (May  7,  1886.) 

Wm.  J.  Cox,  Supt.  of  Schools,  Han- 
cock, Mich. :  It  has  been  read  with  pleas- 
ure. Depth  of  thought  and  clearness  of 
expression  are  happily  combined.  The 
work  is  philosophical,  practical,  and  in- 


EDUCATION. 


125 


teresting.  It  is  a  valuable  and  timely 
contribution  to  the  study  of  the  psycho- 
logical principles  of  education,  and  will 
no  doubt  meet  with  a  favorable  reception 
from  thoughtful  and  earnest  teachers. 
(May  4,  1886.) 

John  B.  Kimball,  recent  Supt.  of 
Schools,  Newton,  Mass. :  I  have  read 
it  with  interest.  It  cannot  fail  to  furnish 
practical  teachers  who  are  progressive  in 
spirit  and  method,  invaluable  hints.  The 
hope  of  the  profession  lies  in  discover- 
ing and  intelligently  applying  the  psycho- 
logical principles  which  underlie  peda- 
gogical methods,  and  in  this  research 
the  work  of  Dr.  Radestock  will  be  found 
most  suggestive  in  a  department  of  train- 
ing whose  importance  is  second  to  none. 
I  bespeak  for  the  little  book  a  wide  cir- 
culation among  thinking,  and  therefore 
growing,  teachers  and  educators. 
(May  ii,  1886.) 

Ohio  Educational  Monthly : 
There  is  no  science  of  education  that  is 
not  based  on  psychology,  and  no  profes- 
sion of  teaching  without  a  knowledge  of 
its  principles.  Advance  in  education 
must  be  along  the  line  of  psychological 
study.  The  author  of  this  monograph 
regards  education  as  progressive  habitu- 
ation,  and  good  habits  as  more  impor- 
tant than  even  good  principles.  That 
which  has  become  second  nature  or 
habit  gives  shape  and  tone  to  the  char- 
acter. The  field  is  a  fruitful  one  for  the 
teacher,  who  will  find  this  little  book  a 
most  interesting  and  stimulating  study. 

Troy   (N.  Y.)  Telegram :    As  we 

speak  of  habits  of  thought,  of  speech,  of 
study,  of  endurance,  of  persistence,  and 
of  a  great  many  other  things,  it  is  easy«to 
imagine  how  in  every  direction  the  for- 
mation of  correct  habits  should  be 
sought  for  as  an  educational  result. 
Thus  waste  of  effort  and  of  strength  will 
be  avoided,  and  the  greatest  efficiency 
secured  in  every  species  of  work,  whether 


that  work  be  mental  or  physical.  The 
hints  and  suggestions  of  this  little  man- 
ual will  prove  valuable  in  this  species  of 

culture. 

Boston  Transcript:  This  work  is 
addressed  to  teachers,  who  will  find  in  it 
solid  food  for  thought. 

The  Presbyterian  Observer : 
Baltimore :  A  good  book  for  educators, 
both  parental  and  public.  It  is  a  prac- 
tical guide  to  the  formation  of  good 
habits,  which  the  author  considers  the 
end  of  education.  It  is  not  a  set  of 
rules,  but  a  suggestive  and  stimulating 
book,  which  is  at  once  popular  and 
scientific.  (June  10,  1886.) 

The  Congre nationalist :  It  is  based 
upon  wide  reading  and  thorough  reflec- 
tion, and  sets  forth  fully  and  ably  the 
relation  of  habit,  in  general  and  in  par- 
ticular, to  life,  the  importance  of  habitu- 
ation,  the  danger  of  carrying  it  to  ex- 
tremes, etc.  Teachers  will  find  it  sugges- 
tive, and,  in  spite  of  too  much  technical 
phraseology,  practically  serviceable. 

Wisconsin  Journal  of  Educa- 
tion: More  and  more  as  life  goes  on, 
processes,  mental  as  well  as  physical, 
become  automatic,  and  therefore  easy 
and  rapid,  and  if  the  education  has  been 
what  it  ought  to  be,  minister  to  the  higher 
ends  of  life.  That  this  view  of  educa- 
tion needs  to  be  more  widely  considered 
cannot  be  doubted,  and  this  little  book 
will  contribute  effectively  to  that  result. 
(June,  1886.) 

Trinity  Tablet,  Hartford,  Conn.  : 
The  chapters  on  the  intellect,  the  will, 
and  special  habits,  are  exceedingly  inter- 
esting. (May  29,  1886.) 

The  Hartford  Evening  Post:  A 
very  absorbing  and  useful  essay,  not 
only  indispensable  to  the  teacher,  but 
almost  as  much  so  to  the  average  re- 
flective mind. 


126 


EDUCATION. 


Popular  Educator  :  The  subject  is 
certainly  a  very  important  one,  and  the 
author  is  an  eminent  psychologist.  The 
book  is  well  printed,  tastefully  and 
strongly  bound,  moderate  in  price,  and, 
as  Dr.  Hall  observes  in  his  preface,  both 
translator  and  publisher  "  merit  the 
thanks  of  those  American  teachers  who 
are  interested  in  the  psychological  basis 
of  their  vocation."  (June,  1886.) 

Intelligence,  Chicago:  The  impor- 
tance of  right  habits  as  a  product  of 
school  training  is  receiving  more  and 
more  attention.  In  this  line  of  thought 
and  practice  every  reflective  teacher  will 
find  this  essay  of  great  value.  It  is  the 
product  of  a  master  who  has  the  skill 
and  power  of  presenting  deep  scientific 
principles  in  a  very  clear  and  simple 
manner.  (June  15,  1886.) 


Central  School  Journal :  Dr.  Paul 
Radestock,  who  has  attained  to  a  wide 
degree  of  eminence  as  the  author  of  sev- 
eral brilliant  psychological  monographs, 
has  presented  here  a  most  admirable 
and  comprehensive  brochure  upon  the 
subject  of  "  Habit  in  Education."  Dr. 
G.  Stanley  Hall,  of  Johns  Hopkins,  has 
edited  the  work,  and  the  publishers, 
Messrs.  D.  C.  Heath  &  Co.,  whose  mark- 
is  a  synonym  of  high  excellence,  have 
dressed  the  book  with  taste  and  neat- 
ness. (.July,  1886.) 

The  Christian  Register :  The  im- 
portance of  habit  in  education  is  a  trite 
maxim  of  teachers  and  moralists;  but 
the  subject  has  not  received  the  full  state- 
ment that  it  has  needed  from  a  psycho- 
logical standpoint.  This  work  is  an  im- 
portant one,  and  demands  the  earnest 
study  of  teachers. 


Extracts  from  Rousseau  s  Rmile. 

Containing  the  Principal  Elements  of  Pedagogy.  With  an  Introduction 
and  Notes  by  JULES  STEEG,  Paris,  Depute  de  la  Gironde.  Translated  by 
ELEANOR  WORTHINGTON,  recently  of  the  Cook  County  Normal  School, 
111.  5^  ^y  7/4  inches.  Cloth.  157  pp.  Price  by  mail,  85  cts.;  Intro- 
duction price,  80  cts. 

"  There  are  fifty  pages  of  the  Emile  that  should  be  bound  in  velvet  and  gold." 

—  VOLTAIRE. 

T  N  these  pages  will  be  found  the  germ  of  all  that  is  useful  in  present 
systems  of  education,  as  well  as  most  of  the  ever-recurring  mistakes 
of  well-meaning  zealots. 

The  book  has  been  called  '•'•Nature's  First  Gospel  on  Education."1^ 
Among  its  pregnant  texts,  are :  The  Object  of  Education ;  The  New- 
born Child ;  The  Earliest  Education ;  Maxims  to  keep  us  True  to 
Nature ;  The  Cultivation  of  Language ;  Childhood  to  be  loved ; 
Neither  Slaves  nor  Tyrants;  Reasoning  should  not  begin  too  soon; 
Well-Regulated  Liberty ;  The  Idea  of  Property  ;  Falsehood  ;  The  Force 
of  Example  ;  Negative  or  Temporizing  Education ;  The  Memory ;  The 
Study  of  Words ;  Physical  Training ;  Clothing ;  Sleep ;  Training  the 
Senses ;  Drawing ;  Geometry ;  The  Voice ;  The  Age  of  Study ;  Curi- 


EDUCATION. 


127 


j:  ity  as  an  Incentive ;  Things  rather  than  Symbols ;  A  Taste  for 
Science;  Experimental  Physics;  Nothing  to  be  taken  upon  Authority; 
Learning  from  Necessity ;  The  Forest  of  Montmorency ;  Robinson 
Crusoe  ;  The  Pupil  at  the  Age  of  Fifteen  ;  Results. 

The  eighteenth  century  translations  of  this  wonderful  book  have  the 
disadvantage  of  an  English  style  long  disused.  This  new  translation 
has  the  merit  of  being  in  the  dialect  of  the  nineteenth  century,  and  will 
thus  be  enjoyed  by  a  wider  circle  of  readers. 

In  Educational  Theories,  Oscar  Browning  says  concerning  this 
book :  Probably  no  work  on  the  subject  of  education  has  produced 
so  much  effect  as  the  " Emile" 

The  following  extracts  from  letters  and  reviews  serve 
to  shoiv  with  what  cordiality  this  new  edition  has  been 
received: — 


G.  Stanley  Hall,  Prof,  of  Pedagogy, 
Johns  Hopkins  Univ.  :  I  have  examined 
your  convenient  edition  of  the  "  Emile," 
and  shall  recommend  it  to  my  educational 
classes. 

W.  H.  Payne,  Prof,  of  Pedagogics, 
University  of  Michigan  :  I  have  spent 
considerable  time  in  reading  the  "  Emile  " 
and  in  comparing  certain  parts  of  the 
translation  with  the  original.  Miss  Wor- 
thington  has  made  a  version  of  real 
merit;  Rousseau's  thought  has  been 
transferred  to  English  with  great  accu- 
racy, and  much  of  the  original  grace  of 
style  has  been  preserved.  The  teachers 
of  the  country  are  indebted  to  you  for 
this  invaluable  contribution  to  the  litera- 
ture of  the  profession.  {Dec.  15,  1884.) 

J.  W.  Dickinson,  Sec.  of  Mass. 
Boa'  d  of  Education  :  It  should  be  in  the 
hands  of  every  teacher  in  the  State. 

Francis  W.  Parker,  Prin.  Cook  Co. 
Normal  School:  Teachers  need  to  go 
back  to  the  man  who  gave  such  an  im- 
mense impulse  to  reform  in  education. 

R.  H.  Quick,  in  "  Educational  Re- 
formers " :  Perhaps  the  most  influential 


book  ever  written  on  the  subject  of  edu- 
cation. 

London  Journal  of  Education: 
The  amazing  originality  and  boldness  of 
the  book,  its  endless  suggestiveness,  are 
too  often  ignored  by  English  critics,  who 
forget  that  nearly  all  our  brand-new 
theories  are  to  be  found  in  "  Emile." 

School  Bulletin,  N.Y.  :  The 
"  Emile  "  is  far  the  most  influential  of  all 
the  historically  great  books  in  pedagogy. 

Philadelphia  Press :  There  is  no 
need  to  praise  it.  The  present  translation 
ought  to  be  in  the  hands  of  every  teacher 
and  parent. 

Boston  Advertiser:  Such  a  book 
as  this  ought  to  be  read  by  every  one 
who  claims  to  be  interested  in  any  way 
in  the  cause  of  education. 

Normal  Echo,  Lexington,  N.C.  : 
This  little  book  contains  many  gems 
that  have  shone  through  the  rubbish  of 
more  than  a  century.  Though  so  old, 
they  are  elemental  truths,  and  carry  with 
them  the  freshness  of  youth.  The  book 
should  be  read  by  all  teachers. 


EDUCATION. 


129 


cators  of  the  young  who  could  not  profit 
by  its  wise  suggestions. 

Pilot,  P.oston :  The  present  version 
is  in  good  English,  and  will  no  doubt 
find  many  readers  who  would  have  been 
repelled  by  the  proportions  of  the  origi- 
nal, and  by  the  antiquated  translations. 

The  School  Herald :  "  Emile "  is 
one  of  the  educational  classics  of  the 
world.  The  three-volume  novel,  however, 
which, at  its  first  publication  a  century  ago, 
produced  such  a  sensation  among  bish- 
ops and  dons,  would  be  too  wearisome  a 
work  for  modern  readers.  This  version 
is  in  a  style  altogether  commendable  for 
clearness  and  simplicity,  and  should  be 
widely  read  by  teachers  who  would  know 
the  thoughts  of  one  of  the  most  brilliant 
of  philosophers  on  education. 
(Dec.  15,  1886.) 

Journal  of  Speculative  Philoso- 
phy :  No  single  book  ever  made  so 
much  noise  in  the  world.  It  was  the 
gospel  of  the  latter  half  of  the/^ighteenth 
century.  Condemned  by  church  and 
state,  its  principles  were  accepted  and 
practised  in  private,  especially  in  Ger- 
many and  Switzerland.  Three  cele- 
brated educators  were  inspired  by  it  — 
Basedow,  Pestalozzi,  and  Froebel.  This 
will  be  enough  to  recommend  it  to  the 


attention  of  all  those  who  are  at  present 
discussing  the  kindergarten,  and  the  en- 
largement of   the    scope   of   education, 
from  the  nursery  to  the  university. 
(  October,  1885.) 

Schoolmaster,  London  :  We  com- 
mend the  "  Emile  "  to  every  one  inter- 
ested in  the  education  of  the  young. 

The  Teacher,  Philadelphia:  From 
the  day  of  the  appearance  of  "  Emile  " 
to  the  present,  Rousseau's  best  theories 
have  been  promulgated  by  a  continuous 
line  of  disciples ;  and  they  are  reflected 
in  all  the  recent  improvements  made  in 
courses  of  instruction  for  young  children. 
A  perusal  of  this  work  will  show  some 
of  our  "  advanced  thinkers  "  how  old  all 
that  is  best  in  the  "  New  Education  "  is. 

The  Pennsylvania  Journal  of 
Education  :  The  "  Emile  "  effected  a 
genuine  and  needed  reformation  in  the 
home  and  school  education  of  children, 
and  indeed  of  their  treatment  in  general. 
The  abridgment  before  us  is  far  more 
useful  than  the  original  would  be.  It 
gives  all  that  is  essential,  and  even  more, 
of  the  French  philosopher's  educa- 
tional theories  ;  all  the  gems  of  his  work, 
and  they  are  many  and  of  the  finest  lus- 
tre, with  none,  or  at  least  very  little  of  the 
dross. 


Pestalozzi's  Leonard  and  Gertrude. 

Translated  and  abridged  by  EVA  CHANNING.  With  an  Introduction  by 
G.  STANLKY  HALL,  Professor  of  Pedagogy  in  Johns  Hopkins  University. 
5X  ky  lYt  inches.  Cloth.  193  pp.  Price  by  mail,  85  cts.;  Introduction 
price,  80  cts. 

HTHIS  is  a  carefully  abridged  translation,  in  which  the  gist  of  five 
large  volumes  is  compressed  into  a  book  of  less  than  two  hundred 
pages,  which,  while  retaining  much  of  the  quaint  simplicity  of  the 
original,  avoids  its  repellant  prolixity  and  converts  the  reader's  task 
into  a  pleasure. 


130 


EDUCATION. 


It  is  a  book  which  all  teachers  should  read  with  care,  for  it  com- 
prises within  modest  limits  the  whole  substance  of  the  Pestalozzian 
theory  of  education. 

In  this  charming,  instructive,  and  suggestive  union  of  a  capital  story 
and  a  pedagogical  treatise,  Pestalozzi  sets  forth  his  radical,  far-reaching 
views  of  the  true  scope  and  end  of  education  as  well  as  of  the  true 
method  of  attaining  that  end. 

Under  its  wit  and  wisdom,  its  humor  and  pathos,  he  inculcates  the 
strongest  moral  lessons  or  the  most  helpful  doctrines  of  political, 
social,  and  personal  education. 

Every  mother  should  read  the  book,  for,  as  Oscar  Browning  says  in 
his  "  Educational  Theories,"  "  a  mother  who  follows  the  principles  incul- 
cated in  this  book  can  educate  her  children  as  if  she  were  the  posses- 
sor of  all  the  sciences." 

This  volume  and  the  "  Emile  "  gave  rise  to  a  revolution  in  educa- 
tional matters,  and  they  will  be  found  to  contain  the  best,  because 
the  original  and  simplest,  statement  of  the  great  principles  that  must 
guide  every  successful  teacher. 

It  is  this  book  on  which  Pestalozzi's  fame  as  an  author  mainly  rests, 
and  this  book  was  dictated  by  an  earnest  desire  to  lift  up  the  lower 
classes  of  Switzerland — to  found  a  Republic  of  thought,  of  capabilities, 
of  work. 


R.  H.  Quick,  in  "  Educational  Re- 
formers" :  No  wonder  that  the  Berne 
Agricultural  Society  sent  the  author  a 
gold  medal,  with  a  letter  of  thanks ;  and 
that  the  book  excited  vast  interest,  both 
in  its  native  country  and  throughout 
Germany.  It  is  only  strange  that  "  Leon- 
ard and  Gertrude  "  has  not  become  a 
favorite,  by  means  of  translations,  in  other 
countries. 

The  Nation :  Its  effect,  not  only  in 
Germany,  .but  throughout  Europe,  was 
great  and  immediate.  Every  teacher  will 
be  stimulated  and  instructed  by  reading 
this  quaint  and  thrilling  educational  ro- 
mance, quite  apart  from  its  great  histori- 
cal importance. 

The  New  York  Independent :  As 

a  story  it  is  effective  and  interesting.    As 


a  theory  of  education  it  is  ideal,  with  a 
strong  touch  of  Rousseau  Utopianism  in 
it  —  a  Utopianism,  however,  which  con- 
sists very  largely  in  the  attempt  to  con- 
struct human  society  on  the  basis  of  the 
Sermon  on  the  Mount. 

Harvard  Advocate :  Pestalozzi's 
style  is  vividly  realistic ;  the  characters 
of  the  book  are  strongly  drawn.  The 
work  of  abridgment  was  a  difficult  one; 
Miss  Channing  has,  however,  been  suc- 
cessful, and  the  story  loses  nothing  in 
force  and  interest  under  her  hands. 

Ann  Arbor  University :  It  not 
only  has  the  merit  of  being  educational, 
but  charmingly  portrays  German  peasant 
life  in  the  eighteenth  century.  It  can  be 
heartily  recommended  to  all,  its  very 
blemishes  being  wholesome. 


EDUCATION.  133 


Lev  ana ;  or,  the  Doctrine  of  Rducation. 

A  Translation  from  JEAN  PAUL  FREDERICK  RICHTER.  5  by  7^  inches. 
Cloth,  xliv  +  413  pages.  Price  by  mail,  #1.35;  Introduction  price,  $1.25. 

add  this  volume  to  our  series  of  "Educational  Classics"  in 
the  belief  that  it  will  tend  to  ameliorate  that  department  of 
education  which  is  most  neglected  and  yet  needs  most  care,  —  home 
training. 

Among  other  topics,  it  treats  of:  — 

The  Importance  of  Education.  Development  of  the  Desire  for  Intel- 

The  Spirit  and  Principle  of  Education.  lectual  Progress. 

To   Discover  and  to  Appreciate   the       Speech  and  Writing. 

Individuality  of  the  Ideal  Man.  Attention  and  the  Power  of  Adaptive 

Religious  Education.  Combination. 

The  Beginning  of  Education.  Development  of  Wit. 

The  Joyousness  of  Children.  Development  of  Reflection. 

Games  ofChildren.  Abstraction  and  Self-Knowledge,  to- 

Music.  gether  with  an  extra  paragraph  on 

Commands,      Prohibitions,     Punish-  the  Powers  of  Action  and  Business. 

ments.  On  the  Education  of  the  Recollection 

Physical  Education.  —  not  of  the  Memory. 

Female  Education.  Development  of  the  Sense  of  Beauty. 

The  Moral  Education  of  Boys.  Classical  Education. 

A  Descriptive   Bibliography  of  Education. 

Arranged  by  topics.  By  G.  STANLEY  HALL,  Professor  of  Psychology  and 
Pedagogy,  Johns  Hopkins  University,  and  JOHN  M.  MANSFIELD.  5^  by 
7^  inches.  Cloth,  oo +000  pages.  Price  by  mail,  $1.10.  Introduction 
price,  $1.00. 

T  N  his  preface  to  this  book,  Dr.  Hall  says  :  — 

"In  the  field  of  more  strictly  pedagogic  literature,  which  is  rela- 
tively limited,  the  material  is  yet  far  too  great  to  be  mastered  in  a  life- 
time of  the  most  diligent  reading,  and  the  reading  time  of  most 
teachers  is  quite  limited.  Hence  they  cannot  be  too  select  in  their 
choice  of  books.  .  .  .  The  habit  of  reading  what  is  beneath  one's 
level,  whether  fostered  by  a  sense  of  duty,  or,  worst  of  all,  by  a  false 
sense  of  the  authority  of  things  printed,  is  belittling,  and  the  exact 
inverse  of  educational. 

"  Teachers  who  will  be  as  select  in  their  reading  as  we  should  all 
be  in  the  society  we  keep,  and  who  will  vigorously  reject  the  second 


134 


EDUCATION. 


best,  —  to  say  nothing  of  the  tenth  or  twentieth  best,  and  making  all 
reasonable  reservations,  —  may,  I  believe,  in  the  time  at  their  disposal, 
and  now  squandered  on  print  unworthy  of  them,  reasonably  hope  to 
master  most  of  the  best,  if  they  confine  themselves  to  one  language 
and  one  department. 

"  To  do  this,  however,  not  only  is  some  hardihood  of  self-denial,  but 
also  some  knowledge  of  the  good  and  evil  in  pedagogic  print,  needed, 
and  just  this  is  what  American  teachers  are  at  present  seeking  with 
more  interest  and  in  more  ways,  as  I  believe,  than  ever  before.  In 
seeking  the  best  there  is  much  to  mislead  and  little  to  guide  teachers. 
In  the  great  work  of  designating  and  grouping  the  best,  the  present 
volume  is  only  a  hint,  a  first  suggestion.  It  is,  in  the  phrase  of  an 
educational  leader  to  whom  its  writer  has  been  chiefly  indebted  for 
suggestions  during  its  preparation,  only  a  foot-path  roughly  blazed, 
and  by  no  means  a  finished  highway,  though  the  latter  may  eventually 
follow  about  this  course.  .  .  . 

"  In  the  general  reading  of  every  teacher,  of  whatever  grade,  should 
be  included  some  work  on  the  history  of  education,  and  some  psycho- 
logical and  some  hygienic  literature.  Every  teacher  should  also  select 
some  department  or  topic,  connected  in  many  cases  probably  with  the 
teaching  they  prefer,  about  which  the  reading  should  centre.  In  this 
Seld  they  would  in  time  come  to  know  the  best  that  had  been  done  or 
said,  and  themselves  become  more  or  less  an  authoritative  centre  of 
information  for  others  about  them,  and  perhaps  make  contributions 
that  would  render1  many  their  debtors,  not  only  by  positive  additions 
to  their  knowledge,  but  in  guiding  their  reading,  which  is  one  of  the 
greatest  aids  one  person,  can  render  another.  As  teachers  thus  gradu- 
ally become  specialists  in  some  such  limited  sense,  their  influence  will 
do  more  than  has  yet  been  accomplished  to  realize  the  ideal  of  making 
their  work  professional  in  a  way  in  some  degree  worthy  that  high  term, 
and  they  will  be  able  gradually  to  effect  a  greatly  needed  reform  in  the 
present  character  of  text-books,  and  aH  who  would  lead  in  public  school 
education  will  slowly  come  to  see  the  need  of  thorough  and  extended 
professional  study." 


N.  E.  Jour,  of  Education  :  Prof. 
G.  Stanley  Hall's  Bibliography  of  Educa- 
tional Literature  promises  to  be  the 
most  valuable  teacher's  aid  in  home 
study  ever  issued. 


We  know  of  no  man  who  is  better 
equipped  for  such  service;  and  he  has 
taken  the  time  and  been  given  all  the 
assistance  necessary  for  the  perfection  of 
the  enterprise. 


EDUCATION.  135 


Monographs  on  Education. 

TV/I"  ANY  contributions  to  the  theory  or  the  practice  of  teaching  are 
yearly  lost  to  the  profession,  because  they  are  embodied  in  arti- 
cles which  are  too  long,  or  too  profound,  or  too  limited  as  to  number 
of  interested  readers,  for  popular  magazine  articles,  and  yet  not  suffi- 
cient in  volume  for  books.  We  propose  to  publish  from  time  to  time, 
under  the  title  of  Monographs  on  Education,  just  such  essays,  pre- 
pared by  specialists,  choice  in  matter,  practical  in  treatment,  and  of 
unquestionable  value  to  teachers.  Our  plan  is  to  furnish  the  mono- 
graphs in  paper  covers,  and  at  low  prices.  We  shall  continue  the 
series  as  long  as  teachers  buy  freely  enough  to  allow  the  publishers  to 
recover  merely  the  money  invested. 

Of  this  series  we  are  now  ready  to  announce  the  four  following :  — 


Modern  Petrography. 

An  account  of  the  Application  of  the  Microscope  to  the  Study  of  Geology, 
by  GEORGE  HUNTINGTON  WILLIAMS,  of  the  Johns  Hopkins  University. 
5  by  71^  inches.  Paper.  35  pages.  Price  by  mail,  25  cents. 


The   Study   of   Latin   in   the    Preparatory 

Course.  By  EDWARD  P.  MORRIS,  M.A.,  Professor  of  Latin,  Williams 
College,  Mass.  5  by  7^  inches.  Paper,  oo  pages.  Price  by  mail, 
25  cents. 

Mathematical    Teaching    and    its    Modern 

Methods.  By  TRUMAN  HENRY  SAFFORD,  Ph.D.,  Field  Memorial  Professor 
of  Astronomy  in  Williams  College.  5  by  7^  inches.  Paper,  oo  pages. 
Price  by  mail,  oo  cents.  \_Ready  in  August. 

How  to  Teach  Reading,  and  What  to  Read 

In  the  Schools.  By  G.  STANLEY  HALL,  Professor  of  Psychology  and  Peda- 
gogy, Johns  Hopkins  University.  5  by  7^  inches.  Paper,  oo  pages. 
Price  by  mail,  oo  cents.  [Ready  in  September. 


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